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Work Session next steps are now grouped by topic. Topic names are linked to the list of next steps for that topic; responses are linked to the individual next steps. Dates link to Work Session agendas on BoardDocs.

Audit

• 2/11/19 • 5/2/19

Boundaries

• 10/15/18 • 2/25/19 • 3/11/19 • 5/13/19

Calendar – FY2020-2021 Standard School Year Calendar

• 3/11/19

CIP – Impact of New Development Across Fairfax County

• 11/5/18 • 1/14/19

ERFC

• 9/17/18

Equity Profile

• 3/11/19

Fairfax County School Board State and Federal Legislative Program

• 11/12/18 • 3/25/19 – Legislative Update

FCPSOn

• 7/16/18 • 10/15/18

FY18 Final Budget Review

• 7/23/18

FY19 Budget Review

• 12/10/18 Midyear Review

2

FY20 Budget

HS Graduation Requirements/Pathways

• 9/17/18.

Internationalization Working Group

• 7/16/18 • 12/10/18 • 4/8/19

Overview and Update on Principal Selection Process

• 9/17/18

Potential BA lanes options

• 10/15/18

Project Momentum

• 11/5/18

Restraint and Seclusion

• 4/2/19

SR & R

• 6/17/19 • 6/24/19

SRO MOU

• 7/23/18

Strategic Plan

• 7/16/18 • 7/23/18. • 11/12/18 • 1/14/19 – Goal 4 • 2/11/19 • 4/8/19 – Goal 3 and LT Compensation • 5/13/19 – Goal 1 • 06/17/19 – Goal 2

3

Substitute Pay

• 10/15/18

Supporting FCPS Discipline Related Needs

• 11/12/18 • 2/11/19 – Review of Disproportionality in Discipline Outcomes Plan • 06/17/19 – Review of Disproportionality in Discipline Outcomes Plan

Meeting Date

No. Next Step Dept.

Response Due Date

7/16/18 Strategic Plan Enhancements 1 On slide 6 Design Framework, flesh out what “Success” looks like,

legitimize other alternatives, including additional metrics

COO Posted

2 Include metrics about how FCPS will serve special education population to address gaps, to include on-time graduation

COO Posted

3 Include consideration of alternatives to using SOL pass rate to define success on slide 8

COO Posted

4 Slide 11, elaborate on how FCPS will achieve success: staff referrals for disruptive behavior will be similar across racial groups. Provide information on how this differs from what we do now, how staff will be trained (particularly on de-escalation), what is plan to ensure fairness across system

COO Posted

5 Slides 8-9, consider not tying success to access to computer or tablet

COO Posted

6 Slide 20 is unclear; attach budget information with each goal

COO Posted

7 Include a glossary in the plan

COO Posted

8 Revisit some performance targets (hiring by July 1 and number of schools with chronic absenteeism) on slide 18, especially those already achieved

COO Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

9 Revisit parent notification in discipline system

COO Posted

10 Add continual review/monitoring of the plan to annual calendar, LT should recommend appropriate intervals

COO Posted

11 Review links to ensure they lead to succinct information, as opposed to lengthy videos

COO Posted

12 Consider if the plan requires a formal vote by the Board

SBO

13 Post aspirational goals in plan

COO Posted

14 Clarify which goals are long-term/aspirational goals, and which are for school year

COO Posted

15 Slide 11, clarify language in success after “similar” COO Posted 16 Slide 15, consider language which better details teacher transfer rate

and concern

COO Posted

17 Slide 17, elaborate on second bullet under success “all schools will have adequate classroom space…” to replace word “adequate” with “appropriate” and to quantify measure

COO Posted

18 Consider other measures of success than comparing cost per pupil with other jurisdictions as measure of success on slide 17

COO Posted

19 Add Safety/Security component to plan

COO Posted

7/23/18 Strategic Plan 59 Simplify two-pager, too much information and graphics, difficult to

read and understand

COO 11/12/18 WS

60 Revisit use of term “aspirational” while including timelines (gives impression that goals will be achieved in short timeframe

COO 11/12/18 WS

61 Decouple cultural responsiveness from disruptive behavior COO 11/12/18 WS

62 Consensus to Replace “Aspirational Goals” The FCPS Strategic Focus for School Years FY2018-2020 (KCS) – Changing “Plan” to Focus and removing “Aspirational Goals”

COO 11/12/18 WS

11/12/18 Strategic Plan Priorities 160 Integrate data on Project Momentum in closing the achievement gap

framework COO Posted

161 Page 10, include information on overlap in categories and how targets were established

COO Posted

162 Page 9, include numbers of students with FCPS provided access in addition to percentages– by Monday

COO Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

163 Revise aspirational goals on page 2 remove last bullet, move proficiency of ELL to a sub goal - by Monday

COO Posted

164 Revise language on page 3, Aspirational Statement to replace “passing grade” with “demonstrate proficiency”– by Monday

COO Posted

165 Add performance rates when including measures of participation on page 2 - by Monday

COO Posted

166 Need performance target for reading on grade level for elementary level

COO Posted

167 Link to public data on student achievement where possible COO Posted 168 Cross-reference information on page 10 with the Equity Profile COO Posted 169 Provide data to show more aggressive targets in the near and

medium term in AAP program including access and success - by Monday

COO Posted

170 Need more aggressive targets for getting rid of trailers and increasing diversity of workforce so it is representative of population of County

COO Posted

171 What has been role of stakeholders and timeline in deciding the targets and measures we would use - by Monday

COO Posted

172 Present data from youth survey as more narrow focus, needs to be broken out further

COO Posted

173 Provide demographic information showing the top 15 feeder universities FCPS teachers come from and the list of universities we work with for student teachers

COO Posted

174 Participation rate of AAP students and rates for all students– by Monday

COO Posted

175 Considering revising capstone projects metrics to include which grades do capstone projects, which schools piloted capstone projects and what grades were involved

COO Posted

176 Include measurable metrics with respect to demonstrating proficiency, especially in hiring and under Caring Culture

COO Posted

1/14/19 Strategic Plan Goal 4: Resource Stewardship 211 Break out info on slide 15 (FY2018 Disaggregated Cost Per Pupil)

and add footnote regarding what the FRM needs-based staffing, and slide 16 WABE guide has different average cost per pupil.

FNS Posted

212 Bring back to the Board: What is our strategic plan and estimated timeline for reducing temporary classrooms

FNS 2/5/19

213 Office of Business and Community Partnerships brings support to FCPS, slide 10, Slide 10, is this a critical measure to report? and what is the monetary/in-kind value of these partnerships?

FNS Posted

214 Staff will report back to the School Board on what steps are being taken to support our highest poverty schools in seeking grants and

FNS Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

private funds to support their schools, and what strategies might FCPS use to address these inequities. Also specifically in terms of support for athletics at high schools, how might we level the playing field for schools with lower gate receipts and more difficulty raising funds privately for athletics and other extracurricular activities. (Staff plans to provide list of high school gate receipts.)

215 Get information for the Board which shows how much money each

PTA brings in, where available; in addition, use principal’s operating budget to analyze how funds are used in schools, especially to impact staffing.

FNS Posted

216 Break out Title I schools out in separate category in the report in terms of compensation requirements.

FNS Posted

217 Disaggregate data on cost per pupil for ESOL levels 1, 2 and 3.

FNS Posted

218 Staff report in future Ignite Resource Stewardship reports: external benchmark data comparing FCPS’ operating cost of energy for capital and transportation with comparable and regional school systems that are using renewable sources of energy as part of their facilities and/or transportation portfolio.

FNS 2/5/19

219 Review and consider most strategic metrics to reflect energy resource stewardship for next year’s report.

FNS 2/5/19

220 Examine if sufficient staffing exists in facilities department to determine how we can be more efficient and effective with utilizing empty classrooms and other spaces to alleviate overcrowding instead of building additions.

FNS 2/5/19

221 Consider adding a metric on substitute usage in next year’s report FNS 2/5/19 222 Disaggregate data on per pupil cost for special ed students.

FNS Posted

223 Provide info to Board about how we ensure equity in program offerings to include courses available, extra-curricular and enrichment opportunities when we plan resource stewardship.

FNS 2/5/19

224 Staff will recommend ways to actively combat negative and inaccurate online “ratings” of some of our schools from groups like GreatSchools.org and Schooldigger that unfairly undermine the reputations of schools, including the omission of IB programs, especially those with higher challenges that affect their average test scores that drive the online ratings. Staff will focus on those with the lowest ratings, and the Board will discuss at the work session by June 2019, to include a legal analysis (Evans/Keys-Gamarra) consider creating task force or committee to work on supporting communications/outreach plan.

FNS 2/5/19

225 Staff will provide report on ROI on English Language Learners.

FNS Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

226 Cost of alternative programs to be broken out.

FNS Posted

2/11/19 Strategic Plan Enhancements 266 Break out data between centers and young scholars programs

in schools

ORSI Posted

267 On page 10, capture the additional timeline and cost for eliminating modular as a corollary to the trailer data

ORSI Posted

268 Provide cost per year for Primary and Middle Year IB programs for IB pyramid schools

ORSI Posted

269 Show progress in addressing workforce diversity in Goal 3 reports as part of future recruitment metrics

ORSI Posted

270 Show if earlier focus on equity is having an impact on TJ admissions

ORSI Posted

271 Disaggregate page 11 data on percentage of students participating in center vs local level IV AAP

ORSI Posted

272 Disaggregate advanced performance on reading and math

ORSI Posted

273 Define proficiency when it is used as measure for students to “demonstrate proficiency” on pages 11-13

ORSI Posted

274 Page 19 percent of students who report three or more assets should be disaggregated based on race, grade and disability

ORSI Posted

275 Clarify in the preamble to the strategic plan that the plan is a living document and will reviewed on an annual basis to review the metrics

ORSI Posted

4/8/19 Goal 3: Premier Workforce and LT Compensation 368 Provide number of education graduates by subgroup in the

nation and in Virginia. HR Posted

369 Provide data on recruitment efforts for veterans and military career-switchers.

HR Posted

370 How we are vetting applicants for the Teachers for Tomorrow program for future contracts?

HR Posted

371 Provide data on number of contracts annually, including demographic and geographic information of those who receive contracts for Teachers for Tomorrow.

HR Posted

372 Provide breakdown by all sub-groups for early hires. HR Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

373 Compare school-specific versus division-wide data on hires to data on diversity of qualified applicants and identify any trends and best practices by region.

HR Posted

374 Provide more information on the use of the Gallup survey, considered changes, and additional updates, as available.

HR Posted

375 How much credit do we give for years served in other jurisdictions, and from the military and what other incentives do we offer?

HR Posted

376 Do we have any success luring career-switchers out of the IT industry?

HR Posted

377 Add additional block on the matrix showing number who chose not to report ethnicity on new slide.

HR Posted

378 Provide more data on the ROI in the recruitment of new teachers.

HR Posted

379 Provide more data on the ROI in the retention by subcategory over time 1-5 years.

HR Posted

380 Consider partnering with the county on “grow your own” as well as working with the DoD organizations for military retirees that may want to enter the teaching profession.

HR Posted

381 Add numerator and denominator wherever there is a percentage shown on the new chart.

HR Posted

382 Provide information on openings by content area and/or grade level.

HR Posted

383 Provide more information on retention by subgroup beyond 5 years.

HR Posted

384 Provide information showing data gathered from applicants not hired, when available.

HR Posted

385 Provide data on average age of educators in FCPS. HR Posted 386 Consider developing a diverse panel to review applications/new

hires. HR Posted

387 Please provide the translations that were made for other areas of country and adjusted for DC metro area along with detail about why 2 positions are hard to compare to other jurisdictions, including an explanation of 54% range across scale.

HR Posted

388 Provide recommendations on pay bands and how to ensure transparency and accountability to the public while giving superintendent flexibility that is being requested.

HR Posted

389 Provide job descriptions for each job category. HR Posted 390 What kind of accountability measures will be built into LT pay

moving forward? HR Posted

391 Provide information on positions that were excluded from review.

HR Posted

392 Provide benchmarking of our LT positions as close to the County LT positions as possible.

HR Posted

393 Provide benchmarking of our LT positions compared to LT positions in other large WABE divisions.

HR Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

394 Provide the actual pay for LT members and the number it applies to.

HR Posted

395 Consider putting in a complexity factor to rate job, to delineate magnitude of the other divisions relative to ours.

HR Posted

396 In rating the position, include how many employees, what size budget and how many students for which each LT member is responsible.

HR Posted

397 Include total compensation in addition to salary for each position including other jurisdictions where available.

HR Posted

5/13/19 Goal 1 433 Overlay pre-k waitlist numbers on the slide of students

entering kindergarten without preschool and then look at strategies for eliminating the waitlist or lack of need in certain areas.

ISD Posted

434 Provide data on literacy readiness program. ISD Posted 435 Superintendent and staff review existing metrics at 90%

and above and provide a recommendation to the Board at a future work session on revised metrics and presentation for the FY 20 report.

ISD Posted

436 Provide the on-time graduation rate for the students with interrupted formal education and the number of such students included in the cohort for both EL and Hispanic on page 58 of the report.

ISD Posted

437 Provide on-time graduation and disaggregated data for students with disabilities and overlap with other groups.

ISD Posted

438 Provide total costs of FCPSOn and break out by fiscal year.

ISD Posted

439 Provide Board with a plan for getting more students from under-represented populations into the AP and IB programs and providing supports to ensure their success in the programs.

ISD Posted

440 Expand the recommendations on page 39 to include wrap-around services, increased County resources and supports and an assessment of the impact of the revised tipping point study which should include best practices for addressing socio-economic re-segregation.

ISD Posted

441 Break down data on algebra I participation and proficiency by 8th grade and honors participation and proficiency by region and connect those to targets.

ISD Posted

442 Provide input for discussion on public-private partnership for pre-K slots in the community.

ISD Posted

443 Provide synopsis information or data from iReady implementation regarding diagnoses, early interventions, etc.

ISD Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

444 Consider adding college graduation tracking back in as reportable metric.

ISD Posted

445 Provide long-term academic impact of FCPS pre-K program on participating students as compared to other programs (no preschool, County/FCPS or other).

ISD Posted

06/17/19 Strategic Plan: Goal 2 – Caring Culture 488 Identify the gaps in the food program 489 Board to be provided with estimated time of when we will revisit

these metrics for next year’s report.

490 Resend the Board the link to cultural proficiency module and ensure in the Fall when these modules come up that Board is invited and maybe schedule a training for the Board.

491 In next report, baseline report and data to be presented by year.

492 Provide Board analysis of data disaggregated by region, where possible.

493 Provide link to intervention programs to increase awareness. 494 Disaggregate data on drug-free youth for each grade and

include in report.

495 Consider an alternate metric for the “all students will feel respected and included at school”.

7/16/18 FCPSOn Update 20 Superintendent to report to Board about which other large high

achieving school districts have done this work to date and have had improved learning as a result

ISD Posted

21 Provide more information about decision made to not use control group

ISD Posted

22 Provide results of next steps #1 and 2 before requesting Board approval to move forward on this schedule in Fall

23 Include alternate approaches to the phasing-in ISD Posted 24 Engage FCPS Education Foundation in exploring funding options

from corporations and foundations ISD Posted

25 Staff to re-send reports included in Brabrand Briefing to Board ISD Posted 26 Specific plan to address weaknesses and concerns at eLearning

Backpack schools by fall work session ISD Posted

27 Provide data on how many students did not have access to computers in Chantilly pyramid before program that now have it compared to those in eLearning Backpack schools

ISD Posted

28 Provide to the SB in advance of a September/October ws the details on staffing, cost benefit analysis and budget implications, cost benefits of this plan, and mental health, impact on memory when using digital technology

ISD Posted

29 Compare cost to begin program in every high school with poverty rates above 30%, individually and by pyramid

ISD Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

30 How can Division support teachers more and integrate mindfulness techniques to move program forward, with collaboration between ISD and IT?

ISD Posted

31 Have the pull back of funds affected ability of any of the schools to offer particular curriculum choices?

ISD Posted

32 Provide greater detail about the proposed Revenue Funds for FCPSOn (Fiscal Years 2019-23). In particular, please describe the budgetary impact of relying heavily upon Carryover Funds (approximately $20M by FY23), and how this large carryover amount is being generated?

ISD Posted

33 Provide the items that are recurring and the one-time expenditures. ISD Posted 34 In order to do fund the proposal, what will you propose not do

instead? Or what are we not going to be doing? ISD Posted

35 Will any of the numbers (whether in dollars or positions) in the lines for "total" need to be cumulated? For example, in the total line for the positions, I see 18 in FY20, 21 in FY 21, 43.5 in FY22, and 65 in FY 23. Does that mean by FY23, we will have added the total of 147.5 positions, which will also require paying for 147.5 positions?

ISD Posted

36 Is there any expenditure line item which we will have to spend money for (whether in full or partially) anyway whether we do implement FCPSOn or not?

ISD Posted

10/15/18 FCPSOn 116 While we are implementing high school FCPSOn, give periodic

reports back to the Board on cell phone use policies and practices

ISD Posted

117 Clarify where funding would come from this year and in subsequent years and what might have to be de-funded to support this program

ISD Posted

118 Develop and implement a regulation regarding maximum screen time

ISD Posted

119 Provide regular reports to the Board on costs projected compared to actual

ISD Posted

120 Share with Board the community outreach efforts and how information about the FCPSOn rollout is communicated to parents

ISD Posted

121 Schedule a follow-up work session in which the Superintendent will report on how many and which non-pilot ES/MS have the 1:1 Digital Devices and how this impacts FCPS’ commitment to One Fairfax and fidelity to Educational Best Practices used in pilot schools

ISD Posted

122 What were challenges at the middle school and elementary school level in Chantilly pyramid?

ISD Posted

123 Inform Board of results once device classroom management tool is put into place and outcome of the implementation

ISD Posted

124 As we look at SR&R next year, include social network guidelines and blocking recommendations

ISD Posted

125 Direct Supt to incorporate into proposed budget in January funding needed for implementation in HS for next year

ISD Posted

126 Provide infrastructure savings this program will provide

ISD Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

7/16/18 Update on Internationalization Working Group Plan 37 Look more closely at adding critical languages at the high school level

(Arabic and Chinese) ISD Posted

38 Look at additional grants, including those from state department, and status of Chinese language sourcing for teachers

ISD Posted

39 Come back to Board with costs and plans for an updated Internationalization plan to:

o Explore options for partnerships with embassies o make academies more centrally located o Provide data on impact of students expunging 7th grade

language grades compared to the same impact on students for math

ISD Posted

40 Mention adding Vietnamese to Falls Church HS to list of accomplishments

ISD Posted

41 Provide data regarding accessibility of language programs to all students in county, across each magisterial district

ISD Posted

42 In model of equity officer, consider elevating someone to focus on internationalization priorities at LT level; internationalization should be part of everything we do; explore role of internationalization coordinator

ISD Posted

43 Consider reconvening Internationalization Working Group to develop long-range plan to implement internationalization into everything we do

ISD Posted

44 Map language offerings across the County with languages by color coding

ISD Posted

45 How does central staff envision their role in terms of leadership on school language choices across the division? Would it be better for the Board and central staff designate certain languages of focus, or does staff believe the decision be left entirely to individual schools (as seems to be currently the case)? Does central staff see importance in promoting and prioritizing the learning of critical languages, as opposed to traditional language offerings

ISD Posted

46 Does staff envision offering languages at more academies around the county, or only at Marshall and Fairfax? Why is this academy model used for some areas of the county and not the entire county?

ISD Posted

47 Provide timeline of LTC expansion to all 140 elementary schools. ISD Posted 48 Provide a list of schools or school pyramids in which vertical

articulation of languages has been completed (K-12).

ISD Posted

49 Explore advocating for the elimination of the language certification requirement for teachers in immersion schools.

ISD Posted

50 Provide more information to the Board regarding the Education First partnership, including the names of programs and number of student participants in each program, and participation numbers over the past five years. This program is a Jack Dale special on which the Board has never received a full briefing during the seven years I’ve served on the Board. How often is this partnership reconsidered or renewed? What revenue or expenses are incurred from the partnership with EF? Have central administrators participated in EF trips? If so, which administrators have traveled to which countries, and when?

ISD Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

51 What is the current budget expenditure on international service learning projects (including, but not limited to, EF service learning projects)?

ISD Posted

52 Create a central tracking mechanism for all global engagements throughout FCPS by school.

ISD Posted

53 Every elementary school should offer some type of language program ISD Posted 54 Bring cost of implementing program to Board during budget process ISD Posted 12/10/18 World Language Internationalization Working Group 201 Consider making Latin available in all high-schools and middle

schools ISD Posted

202 Consider adding one-year credit bearing language course in 7th grade with priority in IB schools

ISD Posted

203 Provide student count with number of schools using language programs

ISD Posted

204 Address concern of special education population, including coding or Latin as options

ISD Posted

205 Consider prioritizing world languages in elementary school ISD Posted 206 Consider making 2-way immersion available as widely as possible in

highest need schools ISD Posted

207 Explore part-time model and provide cost information ISD Posted 208 Consider including focus on instruction, sequencing and proficiency in

world language teaching. ISD Posted

209 Provide information on best practices for world language teaching models

ISD Posted

210 Schedule follow-up work session on this topic SBO Posted 4/8/19 World Language Internationalization Working Group 353 What are the current enrollment numbers by language and by

school? ISD Posted

354 Provide number of pupil placements by school based on languages.

ISD Posted

355 Review existing policy for inclusion in the immersion lottery to address situations where a student can take advantage of dual enrollment in their base school.

ISD Posted

356 Consider proposal on how to enhance programming at the IB and MYIB schools.

ISD Posted

357 Consider putting more focus on teaching languages at elementary level.

ISD Posted

358 Consider putting more focus on dual immersion programs. ISD Posted 359 Consider starting immersion programs in Kindergarten. ISD Posted 360 Report to Board on how to make sure we consider equity with

possible expansion in 7th grade credit language with more focus on IB and/or high poverty schools and limiting it to one per school.

ISD Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

361 Identify which languages should be considered critical and what role that plays in our language strategy.

ISD Posted

362 Consider including policy discussion on future of critical languages in FCPS on next retreat agenda, bring in consultant if needed.

ISD Posted

363 Provide update on hiring licensed foreign language teachers currently and plans for the future.

ISD Posted

364 Consider having languages taught in a non-academy school and allow other students to access it on-line, report to Board on outcome of pilot and feasibility of expanding.

ISD Posted

365 Try recruiting teachers at American Council on the Teaching of Foreign Languages convention to be held in DC next year.

ISD Posted

366 Review of existing immersion delivery model and consideration of the integration model in particular concerns related to math and science.

ISD Posted

367 Find a way for staff to provide to Board cohort survival numbers of students by pyramid.

ISD Posted

7/23/18 SRO MOU 55 Staff to do a crosswalk showing comparison between parent

notifications outlined on the draft SRO MOU and current SR & R

Posted

56 Use language in MOU on page 7 and 17 with respect to parent notification and court diversion to make future modifications to SR & R and inform training for the hearings office

DSS Posted

57 In a Brabrand Briefing, provide greater clarity on “Fairfax County Police Department Access to FCPS Directory Information” on bottom of page 14

SBO Posted

58 Legal guidance related to arrests on school grounds and directory information

SBO Posted

7/23/18 FY18 Final Budget Review 63 Page 3, provide budget detail on bottom 5 bullets in section 3A –

beginning balance

FNS Posted

64 Provide quarterly updates on Federal and state funds that are obligated and unpaid

FNS Posted

65 Page 3, suggest putting $8 million for FCPSOn in report as placeholder vs. obligated funding, pending the plan being brought forward

FNS Posted

66 Provide detailed breakout of allocations of current staffing reserve and provide regular updates on use of staffing reserve

FNS Posted

67 Include in BB explanation of allocation process for staffing reserve

FNS Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

68 Item K restated for clarity to include the current number in staffing reserve

FNS Posted

69 Clarify that the 4.5 positions will go into the staffing reserve

FNS Posted

70 Clarify Section F Employee Bonus placeholder – who would it impact?

FNS Posted

71 Presentation or report on sustaining model of ACE program

FNS Posted

9/17/18 ERFC Annual Report 79 Names of funds used in comparison with FCPS

ERFC Posted

80 Slides 11 and 13 to include people entering system early in their careers (22-25) on legacy, tier one and two

ERFC Posted

81 Schedule a future work session to take a deeper dive into ERFC SBO Posted 9/17/18 Overview and Update on Principal Selection Process 82 Include in future BB more information about the rationale for only two

years for pool eligibility in FCPS

HR Posted

83 Include in future BB how principals are selected to be part of interview pool selection process

HR Posted

84 Include in future BB, slide 13-14, include demographics (raw numbers and percentages) of current teacher population, AP population and principal applicant pool by gender and race, to show how applicants are progressing

HR Posted

85 Clarify why FCPS would need to re-establish its own “Leadership Development” programs like Aspiring Principal Cohort when there are external professional options like Administrative Credential Programs and/or Graduate Degree programs

HR Posted

86 Include in future BB a copy of School-Based Administrator rubric

HR Posted

87 Define diversity in context of this program

HR Posted

88 Provide data and continue to regularly report statistics for number of offers, not only data for hires

HR Posted

89 Compare number of internal and external candidates and eventual hires to previous five years, if available

HR Posted

90 Elaborate on plans to address diversity concerns, attempts to recruit and develop more Hispanic candidates

HR Posted

91 Consider adding more formalized process for principal mentorship

HR Posted

92 Add more standardized process for earlier School Board Member input in the selection, include information on the process followed and

HR Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

information on characteristics of candidate (use Dr. Zuluaga’s template as example)

93 Elaborate on how candidates are matched with facilities, why they are a good fit for a particular school

HR Posted

94 Consider adding more time to postings

HR Posted

95 Consider revisiting the Skype portion of process as potential barrier, maybe not best practice

HR Posted

96 Consider how we are communicating and perceptions of potential applicants

HR Posted

97 Superintendent and HR work on plan to ensure greater communication around external candidates relocating to area including expedited review

HR Posted

98 Status update on number in pool

HR Posted

9/17/18 HS Grad Requirements/Pathways 99 Solicit feedback from Student Advisory Council

ISD Posted

100 Request Steering Committee or staff to consider allowing AVID to fulfill either a fine arts/practical arts requirement or a CTE requirement

ISD Posted

101 Request Steering Committee or staff consider starting world languages in 7th grade in more schools, particularly in Eastern part of County, report at November work session, native Spanish language students in 7th grade to have option to get language credit

ISD Posted

102 Determine potential impacts on arts programming on middle school if language program is added in 7th grade

ISD Posted

103 Provide data on successes and issues encountered with 7th grade language to date

ISD Posted

104 Further discussion of language in work session ISD Posted 105 Determine path forward on advocacy with State Board of Ed and any

legislative package follow-on on Health and PE

ISD Posted

106 Implications for making policy adjustments for science and social studies to be retroactive prior to vote at Oct. 11 meeting

ISD Posted

107 Staff to review costs associated with online PE course and how to make it more affordable

ISD Posted

10/15/18 Boundaries 108 Analyze data presented including educational research surrounding

the 16 factors impacting boundary decisions and report back to the Board

FTS Posted

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Meeting Date

No. Next Step Dept.

Response Due Date

109 Change presentation title from “National Study” to Survey of Prevailing Practices Around School Boundaries

FTS Posted

110 Add totals to all columns in the Boundary Adjustment Matrix

FTS Posted

111 Schedule 2 additional work sessions: one where staff will bring existing research to guide Board and set goals for Boundary Policy, then another on addressing factors, including related state code issues

SBO Posted

112 Bring recommendations to prioritize factors taking into account goals that have been established by the Board

FTS Posted

113 Ask staff to develop proposal for process and a timeline for any changes to boundary process, including short and long term implications

FTS Posted

114 Consider consistency of programming across pyramids

FTS Posted

115 Consider if we need another type of boundary definition or process that isn’t served by existing definitions

FTS Posted

2/25/19 Present existing research to guide Board and set goals for

Boundary Policy FTS Posted

276 Share the research in support of and count research that was mentioned on slide 7 with the Board

FTS Posted

277 Include health and safety impacts of travel time – slide 10 and provide percentage of out of district commuters on longer bus rides multi-agency

FTS Posted

278 Include heat map showing placement of specialized programs, specifically special ed programs, page 2 of report, talk about impact of concentrating programs in one area including Title I – slide 7

FTS Posted

279 Identify attendance islands FTS Posted 280 Superintendent to re-send information on existing moratorium on

administrative boundary changes, and Supt. to send response to McLean community

FTS Posted

281 Break down travel time statistics by school level and region FTS Posted 282 Compare projections in CIP current with capacity numbers on slide

14, print maps larger size FTS Posted

283 Provide more information on why and how the three conclusions on slide 17 were chosen

FTS Posted

284 Provide plan for external communication FTS Posted 285 Show maps on pages 14-16 with modular taken out FTS Posted 286 Show capacity maps pulling out pupil placements and map showing

only pupil placements Map

FTS Posted

287 Slide 11, what are critical social connections for success

FTS Posted

288 Slide 13, provide data for first bullet on Slide 13 (“School overcrowding has a significant, negative impact on teaching and learning.”

FTS Posted

18

Meeting Date

No. Next Step Dept.

Response Due Date

3/11/19 Provide guidance on goals for boundary policy and prioritize

factors to include in boundary policy

300 Schedule at least one more work session on prioritization of goals and priorities with draft policy 8130 with a One Fairfax lens

FTS Posted

301 Staff to provide information on psycho-social and emotional impact of boundary adjustments on students

FTS Posted

302 Staff to provide recommendations on how to include criteria in policy 8130 to include One Fairfax, socioeconomic diversity and balance, academic achievement, school activities and equity in facilities

FTS Posted

303 Staff to start working on draft survey for parents on factors and priorities with respect to their school and pyramid – bring back to next work session

FTS Posted

304 Staff to provide input on scope and severity of factors being considered – bring back to next work session

FTS Posted

305 In light of One Fairfax, the Board should consider hiring an external subject matter expert/facilitator to holistically address goals and priorities and re-write policy to realize the FCPS promise – bring back to next work session

FTS Posted

5/13/19 Boundary Scope for Fall 2019 446 Provide the Board with data regarding program capacity for

schools over 5 years. Posted

447 At July work session, provide analysis of how FCPS implemented revisions to military rules and the other pupil placement opportunities through student transfer policy.

FTS Posted

448 Staff to provide information regarding how will we need to incorporate the census data into our work.

Posted

449 Staff to provide recommendations regarding how to address split feeders.

Posted

450 Provide program capacity data not including modular classrooms in the CIP as well as boundary discussions.

Posted

451 Do preliminary analysis of Clifton elementary school facility before the next CIP is developed.

10/15/18 Potential BA lanes options 127 Add Data Points with Normal Distribution Curves to Bar Charts HR Posted 128 Provide costs of 1% MSA for grandfathered scale

HR Posted

129 Provide update to Board following communications meeting on how best to communicate this information to employees

HR Posted

19

Meeting Date

No. Next Step Dept.

Response Due Date

130 Provide cost to hold harmless those at the upper end of the scale HR Posted 131 Show annual budget of what is added to the base projections over

time HR Posted

10/15/18 Substitute Pay 132 Impact of changing bachelor’s rates to within the 95% and 105% of

the market scale

HR Posted

133 Provide additional options to menu of options beyond retiree pay

12/10 WS

134 Provide analysis on the use of options Karen Garza put in place when teacher pay had to be frozen (e.g. increased personal days)

HR Posted

135 Provide exact number of personal days teachers are allotted in each of the WABE districts?

HR Posted

136 Include principals and RAS in communication plan for the culture change in slide 15 so they can be part of solution.

HR Posted

137 Eliminate option for $2 per hour on Friday rate

HR Posted

138 Provide follow-up work session

SBO Posted

11/5/18 Project Momentum 139 Evaluate if structure of regions is balanced in terms of need OSS Posted 140 Include definitions and descriptive summaries on slides 20, 21, 23

and 26 OSS Posted

141 Advocate for Handle with Care program at State level and greater description of Step-Up for Children Initiative when discussing legislative package

OSS Posted

142 Provide more specifics on how growth is measured OSS Posted 143 On page 35 provide context for statistics and include demographics OSS Posted 144 Provide information to show how best practices in PM schools are

being shared with all schools (academic, cultural, special education) OSS Posted

11/5/18 CIP- Impact of New Development across Fairfax County 145 Provide a range for the number of new units expected across the

County and specifics for each individual area discussed as part of this presentation

FTS Posted

146 Michael Molloy to inform Board at legislative meeting of anything in County legislative package regarding land use and/or proffers

FTS Posted

147 Provide regular updates to School Board from County’s Affordable Housing Task Force meetings (and committees addressing development in particular areas, etc.)

FTS Posted

148 What can School Board do to direct supt. to work with county to get proffer formula that is more accurate, along with capacity projection formula FCPS uses?

FTS Posted

1/14/19 CIP- FY 2020-2024 Capital Improvement Program

Membership Analysis and Trends

20

Meeting Date

No. Next Step Dept.

Response Due Date

Renewable Energy Report 227 List of schools, year by year, number of trailers to be eliminated over

time, prior to joint meeting with Board of Supervisors

FTS 2/5/19

228 Show membership analysis side-by-side with CIP data

FTS Posted

229 As part of next conversation with County, discuss developing a method to compare FCPS renovation cycle to the County’s to seek parity

FTS 2/5/19

230 Staff to provide a thorough description of the proffer process, FCPS student enrollment formula, County formula and the MOU with the county that is used vs. the actual outcome and recommendations for advocacy (including by-right development), which could include the unfunded impact of development. Subsequent to the information being provided, schedule a broader discussion with the Board

FTS Posted

231 There are many schools at/under 85% capacity. What approach should the Board take for a boundary adjustment before or at the same time we ask for additional capital funding from county BOS? How much of the gap of funding could be reduced? Staff should have information available 2 weeks prior to the 2/26 joint meeting.

FTS 2/5/19

232 Provide the Board with explanation and analysis of the annual yield, past, current and future, in multi-family buildings

FTS Posted

233 Provide data showing a 5 year breakdown of net migration in/out of all schools in Lee pyramid, broken down by race and ethnicity

FTS Posted

234 Staff to review the tipping-point study, see if study is still valid and provide recommendation to Board regarding socio-economic segregation

FTS Posted

235 Revise CIP document to show projected boundary projects next to current boundary projects, and extend projections to 5 years

FTS Posted

236 For purposes of pyramid designation, Bren Mar Park ES should be included in the Edison pyramid, since all of their students attend Edison; and Mason Crest should be included in the Falls Church HS pyramid, since most MCES students attend FCHS. This does not change any student school assignment but is just for purposes of accurately reflecting which high schools those students, or most of those students, attend

FTS Posted

237 Report to Board on those split feeders that currently feed into an overcrowded school

FTS Posted

238 Staff to give Board an impact analysis on capacity to implement universal pre-k

FTS Posted

21

Meeting Date

No. Next Step Dept.

Response Due Date

239 If all students stayed at their base ms for AAP, would there be enough students (i.e. critical mass) and facility space?

FTS Posted

240 Analyze specific schools that experienced a sizeable drop in enrollment of Hispanic students and to the extent possible, why this occurred

FTS Posted

241 Page 134, consider Wilston site as potential school site

FTS Posted

11/12/18 Fairfax County School Board State and Federal Legislative

Program

149 Move last two priorities to top of page in State priorities GR Posted 150 Revise FCSB 2019 Priorities with more specific, descriptive language GR Posted 151 Add links to more detailed information to prioritized list GR Posted 152 Consolidate requests by topic under headings (e.g Financial, Local

Control, etc.) GR Posted

153 Add request from safety/security assessment to bullet regarding support staff in state priorities

GR Posted

154 Michael and Ryan to work on “call to action” mechanism for FCSB priority legislation and include board in emailed legislative briefings

GR Posted

155 Include request to include flexibility in classrooms offering dual enrollment in state priorities

GR Posted

156 Add bullet from last legislative package regarding state funding for per pupil allocation for elementary and secondary education to add pre-k

GR Posted

157 Break federal priorities into bullets as on state page and add dollar values where applicable

GR Posted

158 Add “and organizations” after “PTAs” in Directory Information Opt Out bullet in proposed amendments

GR Posted

159 Provide visual fact sheet to illustrate impact of requests GR Posted 3/25/19 Legislative Update 314 Do briefing for Board every year after session with annotated

written synopsis

GR 4/12/19

315 Coordinate with County to find out how new proffer language will impact FCPS and provide info to Board

GR Posted

316 Continue discussion about how and when system notifies parents about lock- down drills occur and bring recommendation to Board

GR 4/12/19

317 Consider adding chronic absenteeism as legislative priority for next session and/or focus on standards of accreditation reforms and plan for a work session prior to developing legislative package

GR 4/12/19

318 Include information in BB explaining exceptions on chronic absenteeism and any exceptions on what counts as absenteeism and who makes the decisions on exceptions

GR 4/12/19

22

Meeting Date

No. Next Step Dept.

Response Due Date

319 Give Board a briefing on priorities to be considered as part of a legislative and regulatory package no later than mid-September

GR 4/12/19

320 Schedule additional meetings on a quarterly basis during off-session

GR 4/12/19

11/12/18 Supporting Fairfax County Public Schools Discipline Related

Needs

177 Track discipline data by month and by level ORSI Posted 178 Include percentages and raw numbers and totals in appendices ORSI Posted 179 Staff to examine Arlington, VA and Montgomery County, MD school

districts’ approaches to alcohol and drug offenses and bring potential recommendations as part of report on SR&R changes

ORSI Posted

180 Provide follow-up report on student outcomes based on Board and Hearings Office decisions for previous year

ORSI Posted

181 Review entire recommendations of ACLU Fairfax and send back to Board recommendations and include why we can or cannot implement their recommendations in early April

ORSI Posted

182 Need more depth info in Appendix G that relates to best practices in June

ORSI Posted

183 Provide raw number and percentage of annual hearings office cases in comparison to other WABE schools

ORSI Posted

184 Provide raw number and percentage of students who are removed from their schools and assigned to alternate placement

ORSI Posted

185 Add Restorative Justice Training for existing and new Hearings Office staff and school based administrators, including new hourly staff, in consultation with JDRDC

ORSI Posted

186 Add links to relevant documents to SR&R ORSI Posted 187 Include in proposed budget money for tiered systems of support ORSI Posted 188 Provide legal definition of disorderly conduct, and provide data from

last 3 years of how many FCPS students were charged for disorderly conduct in final report, if available

ORSI Posted

189 Look at current programs, interventions, etc. to try to reduce discipline cases in schools and if they have been effective

ORSI Posted

190 What professional development has been conducted with respect to Restorative Justice

ORSI Posted

191 Compare what court offers with what we offer and how to complement our efforts with court services

ORSI Posted

192 What interventions can we implement when we see red flags instead of intervening only in cases of discipline

ORSI Posted

193 Come up with way of notifying Board when staff has implemented interventions in the record of a case

ORSI Posted

194 Provide more data on what is being done to address issues in those schools that have more than a standard deviation difference in their discipline data in section D4

ORSI Posted

2/11/19 Review of Disproportionality in Discipline Outcomes Plan

23

Meeting Date

No. Next Step Dept.

Response Due Date

244 Provide additional explanation of targeted supports underway to address disproportionality in region 3

ORSI Posted

245 Add information to report on disproportionality across all groups by grade level and include students with disabilities

ORSI Posted

246 Add links to UVA/Yale RULER and University of California studies to slide 9

ORSI Posted

247 In report June 2019, add information from 2015 report on discipline analysis, section 3 findings, pages 8 & 9, and add link instead of attachment, and include 2011 changes

ORSI Posted

248 Include information on parent and community group partnerships, what is happening now and what is recommended

ORSI Posted

249 Include benchmark line on slide 7

ORSI Posted

250 Include data on extent of disproportionality in hard vs. soft offenses, if available.

ORSI Posted

251 Include more detail on how pool of experts on slide 15 were identified

ORSI Posted

252 Include information on consistency of implementation and investigation in discipline process in different schools

ORSI Posted

253 Request that experts provide recommendations on how best to involve parents in discipline process

ORSI Posted

254 Show a comparison of the length of time between an offense and when a reassignment is finalized for students with disabilities with an IEP and other students, for all cases where a student is removed from their base school

ORSI Posted

255 Brief the Board on the discipline process when a student has an IEP, including the role of the IEP team and the role of central office, including procedural support liaisons, when a student is referred for discipline, particularly in cases involving reassignments

ORSI Posted

256 Prepare proposed language for Board consideration in time for the SR & R discussion that would strengthen parent notification rules when a child is in serious trouble at school and also prepare potential SR & R amendment dealing with minimizing out of school suspension time while case is pending

ORSI Posted

257 Coordinate with parent liaisons to support survey

ORSI Posted

258 Consider including recommendation to collect demographic data on staff making initial referrals for discipline and provide relevant studies done in other part of US

ORSI Posted

259 Provide data on trends of behavior by students with disabilities

ORSI Posted

24

Meeting Date

No. Next Step Dept.

Response Due Date

260 Follow up on ACLU people power recommendations when presenting SR & R in April

ORSI Posted

261 Schedule presentation on the juvenile courts diversion program with a focus on preventing court involvement for Board by Judge Carr and Bob Birmingham

ORSI Posted

262 If possible, report on how many cases do not end up going to hearings office because of interventions recommended through a records review process

ORSI Posted

263 For the study, disaggregate data related to our poverty subgroups and students with disabilities by race and ethnicity

ORSI Posted

264 Make sure links are provided to prior reports related to student discipline are posted under this work session

ORSI Posted

265 Superintendent to report back to Board about why annual reports are not posted on Hearings Office web page

ORSI Posted

06/17/19 Review of Disproportionality in Discipline Outcomes Plan 456 Provide a school by school report on percentage of students

disciplined referencing the 0-14%. Posted

457 Provide recommendations for mandatory professional development that should be taken by staff at elementary, MS and HS.

Posted

458 Incorporate more language on social/emotional learning in curriculum and teacher training.

Posted

459 Identify de-escalation and intervention strategies specifically for students with disabilities to prevent referrals for discipline.

Posted

460 Provide information on models of success in parental involvement.

Posted

461 Provide more information on a healthy structure for an alternative school, a planning center model and curriculum delivery.

Posted

462 How can we incorporate Hearings Office effectively in achieving cultural change in our discipline practices?

Posted

463 Bring topic of Disproportionality in Discipline Outcomes back as part of equity discussion in September.

Posted

464 Provide information on involving AIR in the follow-up work. Posted 465 Provide a quarterly report on discipline that is disaggregated by

subgroup, region and if possible, school, including when discipline incidents occur in the school year to the Board.

Posted

466 Provide Equity Stakeholder group members and meeting schedules and agendas for Board review and consideration of membership.

Posted

467 Outside experts to review proposed parent notification changes in SR&R and provide comments or suggestions by Thursday night’s consideration.

Posted

25

Meeting Date

No. Next Step Dept.

Response Due Date

468 Provide a plan for outgoing input by parents on discipline process, including possibly a regular survey of parents with students who have referred to Hearings Office.

Posted

469 Provide a complete breakout of costs from page 4 of the 4-page Equity Plan document.

Posted

470 Present data based on poverty rates at September meeting. Posted 471 Project Momentum model how it can be used as model

framework for targeted supports to schools with high disproportionality in discipline.

Posted

472 Develop/present a plan to involve RAS, EPs and other staff members to achieve greater level of fidelity in implementation in discipline and inclusion in our school improvement plans.

Posted

473 Consider use of mindfulness programs and the like. Posted 474 Consider parental involvement when developing a discipline

plan for younger students. Posted

475 Provide information on accessing student input on academics plus environment from a 360-review process versus additional Youth Survey questions.

Posted

476 Start conversation with university partners for training. Posted 11/12/18 FY20 Budget 195 Provide further detail on staffing standards placeholder as noted in

budget line 40

196 Provide detailed update on textbook adoption and funding ISD Posted 197 Provide more details on cost increase for ACE ISD Posted 198 How much of the $740,000 ACE funding is for adult ESOL ISD Posted 199 Provide crosswalk of employee pay planned for next fiscal year

comparing County to FCPS

200 Provide detail on planned Academy position usage, including equity assessment of high schools which do not currently have Academy programs

ISD Posted

4/29/19 FY20 Budget 398 Allocate $600,000 from flexibility reserve to fund the sensors for

the movable walls. FTS

399 Provide a multi-year plan for bringing IA salaries at a minimum to 50% of the BA salaries for teachers with the first investment being in FY20.

HR Posted

400 Restraint and seclusion –additional funding needs to address the immediate concerns of this community with best practices for behavioral interventions, communications, supports, and professional development.

DSS Posted

401 With regard to the proposed new staffing standard, provide a comparison of staffing at all ES with what they would have received in staffing under old formula and what they would receive under new formula and showing for each school the FRM percentage. Include enrollment numbers.

HR Posted

26

Meeting Date

No. Next Step Dept.

Response Due Date

402 List of 9 schools that would no longer be Title I considering the change from 45 to 55% threshold in FY21.

Posted

403 Provide cost of Restraint and Seclusion solution package, where the practices are in place, what training is required? Look at family interaction portion and how to reconcile with the impacted families

DSS Posted

404 Provide best practices on how to reduce or eliminate Restraint and Seclusion.

Posted

405 Provide additional detailed information on slide 23 – Staffing standards.

HR Posted

406 Supt. to provide guidance about what are the strategic priorities of the budget changes.

SUPT. Posted

407 Prioritize all requested facilities positions – which are critical, and which may be postponed?

FTS Posted

408 Provide information to the Board on the creation of a rapid response team to be deployed when a principal/teacher experiences difficulty in SPED classrooms with restraint and seclusion issues.

DSS Posted

409 Provide student achievement gains in correlation to class size driven by needs based staffing.

ISD Posted

410 Consider whether our current SPED staffing formula is meeting the increasing needs of our students.

DSS Posted

411 Provide information on the types of staffing positions and other supports provided to our Title I schools?

Posted

412 Provide clarity on the “additional step 24” that may be added to the teacher scale.

HR Posted

413 Provide FCPS FY21 fiscal forecast. FNS Posted 414 How many years have the employees impacted not receive an

MSA? FNS Posted

415 What is the plan to regain the trust of our parents around Restraint and Seclusion?

DSS Posted

416 Address support for ATS devices DSS Posted 417 Are there other school systems that benchmark teacher

salaries against other professions with similar education requirements?

HR Posted

418 Benchmarking teacher compensation should also include ERFC.

HR Posted

419 Follow up from AAPAC suggestions: Implement head start follow through program

420 Follow up from AAPAC: Reduce class size in K-2 to 13-17students per class room in schools that have a large FRM?

Posted

421 Consider seeking surveys from staff with respect to working climate and retention.

HR Posted

422 Consider a diverse panel to review new hires. HR Posted 423 Explore a division-wide RFP process for high school athletics

equipment/uniform purchases. FNS Posted

424 Provide an accounting of the impact on the flexibility reserve and how that fund will be restored.

FNS Posted

27

Meeting Date

No. Next Step Dept.

Response Due Date

5/13/19 Budget Follow On Discussion 425 Report back to Board on estimate for adding one bus per week

to each MS for afterschool activities. FNS POSTED

426 On chart for staffing standards for all ES, change the color that indicates neutral from green.

FNS POSTED

427 Expand staffing chart to provide data on whether or not we have taken away from those schools that have high percentage of students with disabilities or a trend line that shows number of schools with large numbers of students with disabilities coming into those schools.

FNS POSTED

428 Provide information on employees who work at least 20 hours a week for most of the year who do not receive benefits on what type of work they are doing for us and for how long.

FNS POSTED

429 FCPS finance and HR staff should work with County finance and HR staff to gather information about the alignment with respect to benefits and compensation regarding the part-time 20 hours and temporary hourly workers.

FNS POSTED

430 Undertake benchmarking study of the scope of work responsibilities for IAs and PHAs.

FNS POSTED

431 Schedule a work session in November on Superintendent’s proposal for providing more equity in afterschool and extra-curricular activities.

FNS POSTED

432 Provide the Board with information and costs about current staffing vs. best practice staffing for social workers, school nurses and psychologists.

FNS POSTED

2/11/19 Audit Mid-Year Report 242 Page 10: Provide summary sheet regarding recommendations that

remain open, moving forward, share summary sheet with full Board when provided to Audit Committee.

OAG Posted

243 Work with OCCR to make Audit information on webpage more user-friendly.

OAG Posted

5/2/19 Budget Work Session - Trades 452 Provide additional analysis of trades that may be not be equal

in value. Posted

453 Provide analysis on variances in trade per region Posted 454 Report back to Audit Committee in first semester of SY20 the

number of trades of non-staffing monies to gain staffing positions and track dollar impact on division.

Posted

455 For future potential audit, analyze non-position trades and disaggregate by school FRM. Identify PTA and booster funds provided to schools.

Posted

3/11/19 FCPS Equity Profile 289 Explore ways to provide overlap data throughout.

CEO Posted

28

Meeting Date

No. Next Step Dept.

Response Due Date

290 Provide means to pull "school to division" and "school to comparable school" comparison graphs side by side, compare achievement by pyramid and region.

CEO Posted

291 Develop systemic approach to using the data points for reporting out and providing analysis to Board, and intervention and remediation strategies needed at individual school, region or pyramid level, identify priorities for plans for using the data

CEO Posted

292 On Chronic Absenteeism Dashboard, define excused absences, chronic absenteeism and truancy with link to state information.

CEO Posted

293 Add note on front page that the dashboard is preliminary and will be revised as needed

CEO Posted

294 Define term “operational employees” and staff included

CEO Posted

295 Disaggregate data on students with disabilities throughout various tables to the extent allowable

CEO Posted

296 Include data about hiring vs. employment offers CEO Posted 297 Include abilities in future for option for type of table to display

data in drop down menu

CEO Posted

298 Provide Board with a list of external stakeholder groups to review new dashboard

CEO Posted

299 Provide brief update on school/county collaboration on equity profile and corresponding dashboards

CEO Posted

3/11/19 AAP Discussion 306 Board to have authority to approve of the outside expert before

work begins to ensure that expert is independent of FCPS

ISD 4/5/19

307 Expand stakeholder input on slide 24, report to include synthesis and analysis of research-based best practices, current FCPS program practices and enrollment data, and feedback around AAP Identification practices from stakeholder groups including adding text in underline:

- Families of students identified and students not identified for AAP - Students identified and not identified for AAP - Local advisory groups such as: MSAOC, AAPAC, ACSD, SHAC, HRAC, SAC, STAC, Title I Parent

ISD 4/5/19

29

Meeting Date

No. Next Step Dept.

Response Due Date

Advisory Committee, FCAG, FCCPTA, FEA, FCFT, and the Fairfax Chapter of the NAACP - FCPS Principals and Teachers – a representative sample from AAP and non-AAP buildings and classrooms, with a guarantee of anonymity for those who request it - FCPS Instructional Services Department – a representative sample from the AAP office and other IS departments FCPS Office of Equity and equity leads

308 . Include percentages of population and raw numbers on slide

“Existing Gaps in AAP K-8”

ISD 4/5/19

309 Staff to provide info on how many AARTs are currently centrally funded and list of 13 schools that have level IV and how they were chosen

ISD 4/5/19

310 Add per pupil funding to the study

ISD 4/5/19

311 What is cost of adding Young Scholars program ISD 4/5/19 312 . Provide participation numbers for the College ____ program ISD 4/5/19 313 Add parental education component ISD 4/5/19 4/2/19 Restraint and Seclusion 321 Direct staff to draft a policy on Behavior Intervention, Seclusion

and Restraint, as well as reporting out to Board and supporting regulations in consultation with ACSD and SEPTA and submit to Governance Committee.

DSS 5/3/19

322 Provide confirmation of parent notification on documented seclusion and restraint instances. What are the overall practices throughout the system regarding parent notification?

DSS 5/3/19

323 Identify FY 20 budget impacts disaggregated by each proposal presented this evening.

DSS 5/3/19

324 Define “trauma-informed education for all teachers”. DSS 5/3/19 325 Provide the range of restraint and seclusion incidences per

student and per school, including the highest instances. DSS 5/3/19

326 Staff report to the Board on why were there no guidelines on seclusion and restraint in place until 2012?

DSS 5/3/19

327 What type of training will be provided to prevent students from having a crisis that would require restraint and seclusion?

DSS 5/3/19

30

Meeting Date

No. Next Step Dept.

Response Due Date

328 How will the perspectives of the community be included in the scope of the audit and how will the external audit RFP be crafted to capture community input?

DSS 5/3/19

329 Consider collecting student behavior progress data by student age.

DSS 5/3/19

330 Community task force and ombudsman position – Provide handbook for parents for supports around transitions.

DSS 5/3/19

331 Direct the Superintendent to come back with a recommendation on how best to have an ongoing communication and consultation with Inova Hospital, COPAA, EAC, CSB the community and other stakeholders to identify concerns and solutions.

DSS 5/3/19

332 Provide regular reports to the Board on implementation of training and progress.

DSS 5/3/19

333 Review and update the restraint and seclusion report form. DSS 5/3/19 334 Include training for administrators as well as teachers DSS 5/3/19 335 Consider ways to make the ombudsman position more

meaningful for special ed parents DSS 5/3/19

336 Conduct survey of staff members and parents DSS 5/3/19 337 Ensure staff training includes understanding of student feelings

after an incident of seclusion or restraint. DSS 5/3/19

338 Provide regular reports to the Board regarding, discipline, seclusion and restraint

DSS 5/3/19

339 Examine the compliance issue and how to improve oversight. DSS 5/3/19 340 What percentage of the 203 students fell into the autism

spectrum? DSS 5/3/19

341 Provide more detailed information around processes in place when a student receives multiple incidents of seclusion or restraint and specify the involvement of parents.

DSS 5/3/19

342 Provide process of multi-agency placement of students DSS 5/3/19 343 Explanation of when we have NDA’s with parents or other

services offered to students of disabilities? DSS 5/3/19

344 Quantify and disaggregate the number of incidents data on slide 3.

DSS 5/3/19

345 Direct Superintendent to provide clarity, process, and purpose of the Ombudsman reporting out concerns related to special education cases.

DSS 5/3/19

346 Review federal and state proposed legislation and or regulations so that the Board can effectively advocate.

DSS 5/3/19

347 Discuss increasing the number of behavior intervention specialists per pyramid

DSS 5/3/19

348 Create a category in the improvement plan to include and support Special Ed parents.

DSS 5/3/19

349 Report on principal and administrator proposed and current training on best practices and share accountability plan for schools and regions.

DSS 5/3/19

350 What is our plan in the event that Bill HR 7124 passes? DSS 5/3/19

31

Meeting Date

No. Next Step Dept.

Response Due Date

351 Keep the Board apprised of the timeline of the corrected federal reports.

DSS 5/3/19

352 Review OCR reporting since 2015-16 to check for aberrations and validations.

DSS 5/3/19

6/17/19 Regulation 2601 Student Rights and Responsibilities (SR&R) 477 Include text about ombudsman DSS Posted 478 Clarify that when a student is unable to attend sports events as

part of temporary removal that team practices are included. DSS Posted

479 Include needs of students with disabilities and addressing their needs collaboratively with their parents in the introduction.

DSS Posted

480 Include language regarding mandatory reporting for Title IX. DSS Posted 481 Send Board link to model Code of Conduct. DSS Posted 482 Add link and code key in both online and paper document for

state code references. DSS Posted

483 Invite Arlington School Board and staff to come to Board meeting to discuss their program, or if they are unable to attend, provide a summary of the program.

DSS Posted

484 Greater feedback from staff on enhanced parental notification process.

DSS Posted

485 On parental notification, add time, date and method when documenting parent notification.

DSS Posted

486 On parent notification, add reference to first time drug use to make sure the parent notifications requirements apply.

DSS Posted

487 Staff to provide comprehensive summary of the Feb. 2019 meeting of all FFX County agencies for discussion of diversion program and Arlington’s Second Chance program.

DSS Posted

6/24/19 Student Rights and Responsibilities 496 Move item K - page 11 to page 1, Introduction

DSS

497 Include a reference to both Ombudsmen on Page 12

DSS

498 Reference or add footnote on page 37 about the SRO MOU

DSS

499 Include reference to regulation 6410 and the rights of students to bring their own device, as well as to access the network, however there are responsibilities. The acceptable use policy is currently in the parent section. The timing of the acceptable use policy will be consistent with the review of the SR&R.

DSS

500 Superintendent work with staff on potential language regarding Miranda rights.

DSS

501 Superintendent to make recommendations regarding parental notification.

DSS

32

Meeting Date

No. Next Step Dept.

Response Due Date

502 Remove the last sentence on Page 11, item J.2. Complaint to the Regional Assistant Superintendent that states “The decision of the regional assistant superintendent shall be final”

DSS

503 Page 58 add word “negative” on page 58, in first paragraph under Substantial Disruption so that it reads “Includes any event that negatively impacts students…”

DSS

7/16/18 WS Strategic Plan Enhancements 1. On slide 6 Design Framework, flesh out what “Success” looks like, legitimize other alternatives, including additional metrics

The sentence “Successful students will be able to apply Portrait of a Graduate attributes to their chosen path in life” has been added to the front page of the summary document.

2. Include metrics about how FCPS will serve special education population to address gaps, to include on-time graduation

A new metric has been added to Student Success stating “At least 90% of students with disabilities will improve reading performance each year.” In addition, all metrics regarding the elimination of gaps (e.g., on-time graduation) will report the achievement of students with disabilities separately.

3. Include consideration of alternatives to using SOL pass rate to define success on slide 8.

Staff is investigating different growth that could be incorporated into the 2019-2020 Strategic Plan metrics, including the new Standards of Accreditation. .

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4. Slide 11, elaborate on how FCPS will achieve success: staff referrals for disruptive behavior will be similar across racial groups. Provide information on how this differs from what we do now, how staff will be trained (particularly on de-escalation), what is plan to ensure fairness across system

Action plans detailing the status of staff training on discipline referrals will be reported to the Board in the Goal 2: Caring Culture report.

5. Slides 8-9, consider not tying success to access to computer or tablet

To make the goal of this metric more clear, language has been added to the metric. It now reads “All students will have access to a computer or tablet consistent with One Fairfax’s policy of digital access for all residents.”

6. Slide 20 is unclear; attach budget information with each goal

The PowerPoint has been updated with additional information on the process of budget alignment.

7. Include a glossary in the plan

There will be a link to a glossary online when the plan is finalized.

8. Revisit some performance targets (hiring by July 1 and number of schools with chronic absenteeism) on slide 18, especially those already achieved

The target for hiring by July 1 has been increased to 85%. The target for schools without chronic absenteeism has been adjusted and now reflects a 5% increase, or 163 schools.

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9. Revisit parent notification in discipline system

Parent notifications for discipline will be a topic in this summer’s Leaders Need to Know sessions. These sessions are mandatory for principals, assistant principals, and various central office leaders.

10. Add continual review/monitoring of the plan to annual calendar, LT should recommend appropriate intervals

In addition to the quarterly goal reports, a review of the entire Strategic Plan will be scheduled for a work session in July 2019.

11. Review links to ensure they lead to succinct information, as opposed to lengthy videos

One-page summaries are being prepared for necessary topics. Additionally, these programs will be mentioned in the plan glossary.

12. Consider if the plan requires a formal vote by the Board

13. Post aspirational goals in plan

The summary document will be retitled to “FCPS Strategic Plan, School Years 2018-2020 Aspirational Goals.”

14. Clarify which goals are long-term/aspirational goals, and which are for school year

See above

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15. Slide 11, clarify language in success after “similar”

The language for this metric has been changed to “Staff referrals for disruptive behavior will be similarly low across student groups.”

16. Slide 15, consider language which better details teacher transfer rate and concern

This metric will be eliminated. As part of employee retention procedures, HR and the RAS will monitor schools with internal transfer rates of greater than 10%.

17. Slide 17, elaborate on second bullet under success “all schools will have adequate classroom space…” to replace word “adequate” with “appropriate” and to quantify measure

This metric has been reworded to “All schools will have appropriate classroom space for students, eliminating the need for trailers.”

18. Consider other measures of success than comparing cost per pupil with other jurisdictions as measure of success on slide 17

We will develop other measures for the upcoming year.

19. Add Safety/Security component to plan

A metric has been added to Resource Stewardship stating “At least 90% of students, staff, and parents will report schools are safe.”

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7/16/18 WS FCPSOn Update

20. Superintendent to report to Board about which other large high achieving school districts have done this work to date and have had improved learning as a result

A significant number of school divisions and states around the country have implemented or are in the process of implementing 1:1 technology at many levels. In considering large school divisions, the following school systems are moving forward with initiatives similar to FCPSOn:

School division Description of Program and Approach

Alexandria City Schools, Virginia

Alexandria City Public Schools has equipped every student and teacher in grades 4-12 with a device, enabling use of a learning management system and

a variety of computer‐based instructional resources. Schools determine if devices go home for elementary students. Students in grades 6-12 have access to the technology 24 hours a day, 7 days a week. The district’s 1:1 technology program for high school students began in 2003.

Current Status: Each student in grades 4-12 is issued a device for use at home and in class to support blended learning.

Arlington County, Virginia

Arlington has implemented a 1:1 initiative for 2nd through 12th grade students. According to Arlington’s Website,

Arlington Public Schools (APS) continues to cultivate engaging environments that create relevant and personalized learning experiences for all learners, regardless of background, language, or disability. These personalized learning environments provide for educational experiences that are specifically tailored to the needs of each individual student.

Current Status: Beginning in FY2015, Arlington began implementing in Grades 2, 6, and 9, with the goal of adding three grade levels a year. This was fully implemented in Grades 2-12 in the 2017-2018 school year

Baltimore County Public Schools, Maryland

In 2014, Baltimore County Public Schools launched the Lighthouse Schools pilot program, as part of S.T.A.T. (Students and Teachers Accessing Tomorrow), the school

system’s 1:1 conversion to digital learning. There are several components of the initiative including: an online system that provides access to assessment, curriculum and instructional resources, data reporting and data analysis, 1:1 technology access for staff and students, professional development, and broadband and wifi access.

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The focus of this work is to increase the use of personalized learning and is using digital resources and tools to reach this. The Center for Research and Reform in Education at Johns Hopkins University is conducting a 5 year independent evaluation of this program. Evaluation reports are posted on the Baltimore County Public Schools website at http://www.bcps.org/academics/stat/statEvaluationSummary.html

Current Status: BCPS had the goal of providing every student a device by 2017-2018.

Broward County Public Schools, Florida

Broward provides 1:1 to give students access to reading, and science curricula, learning management tools, and digital resources to support personalized learning. This program is focused on selected elementary classrooms in grades 3-5.

Current Status: Grade level teams within schools are selected to apply to this program, which started in the 2013-2014 school year. This program is in 100 elementary schools and expanding.

Charlotte-Mecklenburg Schools, North Carolina

Charlotte-Mecklenburg is expanding the use of personalized learning for all students.

Current Status: Schools opt in to participation in this program which utilizes a BYOD approach.

Chesterfield County Schools, Virginia

In an effort to strengthen their focus on college and career readiness, Chesterfield County Schools have implemented a plan to give students daily access to technology to support their learning. The initiative began in middle schools in fall of 2014 and moved to high schools in fall of 2015. Elementary schools received carts to support learning at this level. Chesterfield has shared the results of evaluations and their systems research on their website.

Current Status: Chesterfield’s Anywhere, Anytime Learning Initiative began in middle school in the fall of 2014. This expanded to elementary and high school In the fall of 2015. Elementary schools receive carts to support this effort.

DeKalb County Schools, Georgia

DeKalb is working to implement personalized learning and to increase students’ 21st century skills. The program is called Digital Dreamers.

Current Status: DeKalb’s plan is for a 1:1 device rollout for all middle and high schools. Elementary schools will receive additional technology in each school.

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Fulton County Schools, Georgia

Fulton County is increasing the use of personalized learning strategies to support individual student learning needs through the use of technology.

Current Status: Fulton County began their implementation in 2014. Schools select from a list of devices according to the instructional needs of their students. The goal of the program was full implementation by 2017.

Hawaii Department of Education, Hawaii

The state of Hawaii is working to increase access to devices through blended learning to help students develop skills to be college and career ready.

Current Status: Hawaii began their pilot in the 2013-2014 school year.

Henrico County Schools, Virginia

First school district in the U.S. to launch a 1:1 laptop initiative. The district has provided laptops to HS students since 2001. The division provides student and parent training and has a strong focus on instructional technology in their strategic plan.

Current Status: The district has provided laptops to HS students since 2001.

Houston Independent School District, Texas

Houston’s work is focusing on creating personalized learning environments in all 282 of their schools. Houston is working in three areas which include personalization of learning, increased technology access through 1:1, and creation of a digital ecosystem to support learning.

Current Status: Houston’s PowerUP has been implemented in all high schools.

Los Angeles Unified Public Schools, California

LAUSD’s Instructional Technology Initiative was restructured after the highly publicized previous experience with one to one in 2015. The initial roll out proved to be problematic because students were able to circumvent security software and was stopped for a short period of time.

It has since been successfully restarted. The focus is to ”prepare all students to be digital learners who use technology as a tool to graduate ready for success in college and careers.”

Current Status- Los Angeles now has instructional transformation teams to support this work in more than 100 schools.

Loudoun County Public Schools, Virginia

In April 2018, the Loudoun County school board approved the system to embark on a path to provide all students with digital tools that will allow them to maximize their learning environment. Every student in grades 3 through 12 will be provided with an individual learning device. This approach is going to support student access to high quality resources, increase student ownership of learning, and improve the quality and amplify the impact of student work.

Current Status- Loudoun’s three year implementation will begin during the fall of

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2019.

Miami-Dade County Public Schools, Florida

In June 2013, Miami-Dade schools approved a digital convergence plan. The plan aims to provide the following benefits to schools, teachers, and students:

1. Updating the wiring of schools to support high‐speed Internet with sufficient bandwidth to support 21st century learning.

2. Putting digital devices in the hands of all students. 3. Accelerating the adoption of digital curricula. 4. Investing in technology‐rich schools of innovation to serve as models for the

broader swath of public schools. 5. Providing teachers with the training and support they need to implement

technology effectively in their classrooms.

The focus of Miami-Dade’s plan is to connect educators with students to make instruction relevant and engaging.

Current Status- Nearly 100,000 Miami-Dade students have received devices as a part of their digital convergence project.

Virginia Beach City Schools, Virginia

In fall 2018, every student in Virginia Beach Schools will receive a 1:1 device to support learning. This completes a multiyear implementation that began in 2015. The focus of the work is to provide students with personalized learning opportunities that will help prepare them for college and career success.

Current Status- Virginia Beach will complete their implementation at the start of the 2018 school year.

The State of Maine

Schools throughout the entire state of Maine have focused on 1:1 since 1999. The foci of the program are: equity, improved learning results, avoiding obsolescence, teacher preparation, and economic development.

Current Status- Maine has provided 1:1 access for all students in grades 7-12 since 1999.

This document, which was developed by Johns Hopkins University, contains a review of the research literature on the infusion of technology into the school curriculum. This review focuses on a review of the research literature surrounding several large scale technology initiatives including the Maine Learning Technology Initiative, which focused on efforts by the state of Maine to provide every middle school student and teacher a laptop, the Texas Technology Immersion Project, which involved 23 school districts participating in a one-to-one laptop program, Michigan’s Freedom to Learn One-to-One Initiative which involved 195 middle and secondary schools, and Henrico County’s three year implementation of laptops. This review also outlines findings from five meta-analysis studies that looked at learning in one-to-one environments, the effectiveness of computer-based instruction, the effectiveness of technology on enhancing math achievement, the effectiveness of technology on enhancing reading achievement, and forty years of technology research.

Research in this area finds that technology has the biggest impact when combined with instructional strategies that help students develop portrait of a graduate type skills.

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21. Provide more information about decision made to not use control group

The answer to this question was provided by Johns Hopkins University. Additional information has been provided to give context to the response.

1. Please provide additional background around what CRRE is

CRRE is a research center within the School of Education at Johns Hopkins University. The center was established in 2004 with the major goal of improving the quality of education for children in grades pre-K to 12 through (a) high-quality research and evaluation students and (b) the dissemination of evidence-based research. CRRE is a multi-faceted organization, offering client-driven research and evaluation services, while also publishing a website, newsletter, and blog dedicated to providing stakeholders with rigorous evidence of effective educational practices.

CRRE’s dissemination of evidence-based research is led by Dr. Robert Slavin, the director of CRRE. Dr. Slavin has a strong focus on evidence and has co-authored more than 300 articles and book chapters and is the author or co-author of 24 books. His work focuses on such topics as cooperative learning, comprehensive school reform, ability group, school and classroom organization, desegregation, mainstreaming, research review and evidence-based reform. In terms of the latter, Dr. Slavin’s most recent endeavor is the development of the Evidence for ESSA website (www.evidenceforessa.org). This website is a searchable database for educators to locate program evaluation evidence meeting specific research design standards. Dr. Slavin has conducted reviews of programs and initiatives and results of these reviews are presented on the Best Evidence Encyclopedia site as well as published in peer-reviewed journals. Dr. Slavin also maintains a popular blog (https://robertslavinsblog.wordpress.com/), where he has written extensively on the importance of evidence to school reform and education policy.

The second focus of CRRE, conducting high-quality research and evaluation studies, is led by Dr. Steven M. Ross, the evaluation director. Dr. Ross is a senior research scientist at CRRE and professor at JHU. He is the author of six textbooks and over 140 journal articles in the areas of educational technology, at-risk learners, educational reform, extended learning time programs and research and evaluation. He is a noted lecturer on school programs and educational evaluation, editor emeritus of the research section of the Educational Technology Research and Development journal, and a member of the editorial board for four other professional journals. He has testified on school restructuring research before the U.S. House of Representatives, has been a consultant to the National Science Foundation on project evaluation design, and is a technical advisor and researcher on current federal and state initiatives regarding the evaluation of out-of-school learning, technology usage, evaluation of principals and supplemental educational services.

Dr. Ross is assisted by Dr. Rebecca Wolf and Dr. Jennifer R. Morrison. Dr. Wolf is an assistant professor at CRRE with expertise in educational program evaluation, quantitative research design (including randomized controlled trials, quasi-experiments, and mixed methods), statistical methods (hierarchical linear modeling, factor analysis, structural equation modeling, and propensity score weighting and matching), and data management. At CRRE, she manages quantitative design and analyses. Dr. Wolf is formally trained as a mathematician; she began her career as a math teacher.

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Dr. Morrison is an assistant professor at CRRE and leads independent evaluations of a variety of programs and initiatives at CRRE. She is the principal investigator of the FCPSOn initiative. Her background is in instructional design, which focuses on the design of instructional programs/products in any medium, whether print- or technology-based, as informed by principles of the learning sciences. She is well-informed on the research and best practices for the design of instructional interventions and possesses expertise in educational technology and technology integration initiatives. In an evaluation such as FCPSOn, this expertise is highly valuable for sharing best practices and findings both from prior research as well as from other evaluations that she has conducted.

In terms of the program evaluations Dr. Morrison has and is presently conducting, many are educational technology and some are not. For example, one of her large projects over the past two years and into the next five years is the evaluation of a social-emotional learning program that is entirely print-based. She’s evaluated a professional development program and other initiatives that are not technology related.

The expertise of the faculty members at CRRE are in conducting independent evaluations of educational programs and initiatives that serve two major purposes (a) providing formative feedback to help developers and school districts improve program quality and delivery, and (b) providing outcome evidence to help decision-makers in schools and school districts to evaluate benefits, weaknesses, and future applications. CRRE is presently conducting 25 program evaluations in the present year.

The leadership team oversees a group of approximately 10 full-time employees and 10 part-time employees. The majority of full-time employees have obtained a graduate degree in the social sciences and are specifically trained to support educational research and program evaluations. Part-time employees provide intermittent support to various center projects under the direction of full-time employees. All employees receive preservice training related to ethical human subjects’ research and ongoing professional development related to current methods and issues in education science.

Johns Hopkins University is one of the nation's premier research institutions; CRRE employs senior and junior scientists from the top tier of their peer cohort. Expectations for quality, integrity, perseverance, responsibility, and respect for others are extremely high. In kind, CRRE and JHU provide exceptional support for employee growth and overall well-being.

The two “arms” of CRRE share an emphasis on high-quality, rigorous research in education. Drs. Wolf and Morrison were involved in the review of available evaluation studies to be included in the Evidence for ESSA website. The focus of the evaluation work, when the client desires, is to design research studies so as to meet the standards for inclusion in the What Works Clearinghouse and Evidence for ESSA site, however, the researchers in no way guarantee positive outcomes. Quite often, the researchers find programs do not have a statistically significant effect but do have other important benefits to schools.

CRRE is not unique in their work conducting independent program evaluations. Other research firms include SRI International, Mathematica, American Institute of Research, RAND, and others. Faculty at other universities also conduct independent program evaluations. Dr. Wolf and Dr. Morrison, with Dr. Slavin, recently conducted a meta-analysis utilizing program evaluations included in the What Works Clearinghouse. Of the studies included, a university author was most frequent, followed by research organization. Fewer studies were authored by graduate students

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and program developers themselves. Funding sources for these studies included the developer, such as with FCPS, federal grants, or funding was not specified.

2. Provide more information about decision made to not use control group

CRRE was not originally contracted to explore a statistical comparison between treatment and control schools. Rather, our evaluation was to examine implementation, not efficacy. The FCPSOn initiative is one where a control group comparison is feasible, though we would caution the district in examining an impact so early in an initiative. As we have found through prior work and in the existing research, impacts on student achievement typically do not surface within the first several years of an initiative. It takes time for teachers to adapt to new ways of teaching and fully leverage the affordances of technology in a blended learning environment.

Before exploring a statistical comparison of student achievement, researchers conduct a power analysis to determine the appropriate size of the sample needed in order to determine an effect of the program on the intended outcome. The most powerful and well-designed intervention might not show an effect if the sample isn’t large enough. There are two options when conducting a power analysis. The first would be to conduct a power analysis knowing a desired effect to determine the number of schools (or students) you would want to recruit for the study. The second option, which is more applicable to FCPS, is to conduct a power analysis to see what minimum detectable effect size one might expect with the current sample.

A recent meta-analysis found an average effect size of g=0.23 for one-to-one interventions in K-12 schools. Other meta-analyses examining mathematics and reading educational technology programs have yielded effect sizes including +0.15 (mathematics) and +0.16 (reading). Generally, an effect size of +0.20 is considered moderate to strong in magnitude and educationally meaningful (Cheung & Slavin, 2015). Ideally, our minimum detectable effect size might be 0.15 for an evaluation of student achievement in FCPS.

For a study to meet WWC standards with reservations and ESSA Tier 2, the following minimum detectable effect sizes under various sample size scenarios. As you can see, adding more comparison schools lowers the minimum detectable effect size, but there are diminishing returns. These effect sizes are likely well above what might be expected based on prior research.

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T schools C schools Minimum Detectable Effect Size

8 8 0.341

8 16 0.287

8 24 0.267

8 32 0.257

A less rigorous study that would not meet WWC standards would analyze achievement at the student level, ignoring clustering of students within schools. In this scenario, a comparison of approximately 3,200 treatment students to the same number of control students would yield a minimum detectable effect size of 0.050.

3. How does JHU maintain objectivity and follow an “arm’s length principle” between being a researcher for companies/organizations while also being a vendor for that same company/organization?

CRRE is hired by organizations from multiple sectors of the education industry (i.e., school districts, curriculum companies, universities) but, the product we provide to clients is the same regardless of contracting entity. CRRE is a research center within the School of Education at Johns Hopkins University that provides evaluation services on behalf of the School of Education, and of the University. The product we offer is a reflection of the values and mission of Johns Hopkins University. When CRRE provides services to FCPS, we provide services on behalf of Johns Hopkins and not on behalf of any other organization or company we are concurrently involved with.

The overarching goal of the vast majority of the evaluations conducted by our scientists is to improve student outcomes and document implementation endeavors. An example from a standard Statement of Work:

“The proposed study seeks to achieve the following: (a) collect evidence from multiple data sources that can help explain student achievement outcomes; (b) generated outcomes other than student achievement for both descriptive and comparative analyses; and (c) document program implementation and application context through school visits and classroom observations.”

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CRRE does not have any employees that currently work in the areas of marketing, public relations, advertisement, or other forms of product sales. CRRE has never conducted an evaluation for the purpose of increasing the real or perceived value of an educational product. CRRE does not have any history of product endorsement and researchers are prohibited by JHU from endorsing any product or service. Additionally, JHU has strict policies written into all research agreements about the use of the Johns Hopkins University name (including CRRE) by clients to lend support to product materials or imply an endorsement. Those policies are:

“The sponsor shall not (a) issue a press release or make any other public statement that references this Agreement; or (b) use the names, logos, or trademarks (or derivatives thereof) of JHU, or its staff, contractors, or sub-contractors, for publicity or advertising purposes, except with the prior written consent of JHU, which consent may be withheld in JHU’s sole discretion. All requests for JHU approval shall be directed to the JHU Office of Communications. Notwithstanding the foregoing, Sponsor acknowledges and agrees that JHU and its Project Director may disclose the existence of the funding support from Sponsor in any publication, and as required by law.”

In other words, all requests for the use of the CRRE and/or JHU name are handled centrally by the JHU Office of Communications and involve an extensive vetting process. We encourage you to read more about JHU’s use of name policies here: http://brand.jhu.edu/use-of-name/#fundamentals-of-use

It is true that some evaluations indicate that a product or initiative is “working,” meaning the evaluation yielded observable improvements in any of the following: student achievement or engagement, student well-being, teacher practices, parent engagement, teacher-student interactions, teacher-administrator interactions, etc. When this is the case, CRRE presents that information as findings rooted in qualitative and/or quantitative data. It may also be the case that curriculum companies or school districts use information from an evaluation report to improve their product or initiative. CRRE assumes that a “better” educational product is a product that facilitates higher student achievement, better teaching, and more harmony within school districts. CRRE has never, and will never, promote the use of a product in a school district, even if a previous evaluation has indicated the product “works.”

Moreover, the CRRE leadership team, the project manager of the FCPSOn evaluation, and all of the junior associates who worked on behalf of this project have chosen a career in education science and employment at CRRE because science and education are central to their sense of self. Doing good science--conducting our work with integrity and with alignment to the ethics that govern our field--is what we do because it is who we are. We, and CRRE, are not here to sell anything except for an honest evaluation that ultimately enables FCPS to provide support for teachers, parents, and principals as they guide students along the path of childhood and adolescence. Anything less than good science and honest interpretations of findings is unacceptable at CRRE and among the individuals that work here.

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In concluding our responses, it is important for stakeholders of the FCPSOn initiative and other consumers of our report to note that our main research report is written intentionally to be highly detailed and comprehensive so that all qualitative and quantitative evidence on which conclusions are based are provided in full. (The Executive Summary, in contrast, highlights key methods and findings for more casual reading.) This transparency allows readers of the full report to raise questions and ask for clarification should they not understand a finding or interpretation, disagree with a conclusion or recommendation, or seek further clarification on a particular section of the report. Accordingly, we are always open to responding to such feedback and inquiries by any reader and welcome opportunities for open dialogue on our study and its implications for program improvement and possible scale-up.

22. Provide results of next steps #1 and 2 before requesting Board approval to move forward on this schedule in Fall

23. Include alternate approaches to the phasing-in Other approaches to phasing in include phasing in by pyramid or implementing in individual schools depending on need and readiness.

These other approaches will be outlined at the next school board work session.

24. Engage FCPS Education Foundation in exploring funding options from corporations and foundations

When this work originally started, the Foundation was engaged to explore funding options from corporations and foundations. The feedback at that time was that there are a number of districts already doing this work and the likelihood of getting funding was minimal. Staff will reach out to the Foundation on this topic again.

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25. Staff to re-send reports included in Brabrand Briefing to Board

- Included in 7/20 Brabrand Briefing At Monday's work session, some board members requested that we resend this information. 9/18/17 5. Link about Baltimore County program sent to Board members, include on our website. This is the link to the Johns Hopkins Evaluations of the STAT initiative in Baltimore County Public Schools. This site shows the three years of evaluations of the program. BCPS has conducted both a midyear and final evaluation for each of the three years of the program.

http://www.bcps.org/academics/stat/statEvaluationSummary.html A link to this site as well as the JHU FCPSOn Research Study & Literature Review developed by Hopkins will be posted to the FCPSOn website. (https://www.fcps.edu/resources/technology/fcpson )

26. Specific plan to address weaknesses and concerns at eLearning Backpack schools by fall work session

The plan for addressing concerns at the eLearning Backpack Schools will be included in the fall work session presentation.

27. Provide data on how many students did not have access to computers in Chantilly pyramid before program that now have it compared to those in eLearning Backpack schools

The following data represents the percentage of families who reported on their Emergency Care Forms that they had adequate devices at home for educational purposes.

FCPSOn (ELB Schools) % with Adequate Devices at Home for Educational Purposes

(2016)

Annandale High School 78%

Fairfax Adult High School 57%

Falls Church High School 78%

Lee High School 77%

Mount Vernon High School 84%

Stuart High School 78%

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FCPSOn (Chantilly Pyramid) % with Adequate Devices at Home for Educational Purposes

(2016)

Brookfield Elementary School 73%

Chantilly High School 89%

Franklin Middle School 92%

Greenbriar East Elementary School 94%

Greenbriar West Elementary School 95%

Lees Corner Elementary School 93%

Oak Hill Elementary School 92%

Poplar Tree Elementary School 81%

Rocky Run Middle School 93%

28. Provide to the SB in advance of a September/October ws the details on staffing, cost benefit analysis and budget implications, cost benefits of this plan, and mental health, impact on memory when using digital technology

This information will be provided in advance of the next work session

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29. Compare cost to begin program in every high school with poverty rates above 30%, individually and by pyramid

The chart below illustrates the implementation plan for FCPSOn using a pyramid approach. The schedule below is based on the free and reduced meal percentages for each high school based on the FY 2017-2018 VDOE School Level National School Lunch Program Free and Reduced Price Eligibility Report.

The chart below provides a comparison of revenue, expenditures, and positions, between the school level implementation versus the pyramid implementation plan. Overall expenditures are distributed slightly differently for the two plans over the implementation period. The school level implementation plan was shared with the community.

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30. How can Division support teachers more and integrate mindfulness techniques to move program forward, with collaboration between ISD and IT?

A team with representatives from schools, DSS, IS, and IT are working together to develop supports to reinforce appropriate use of technology in the context of existing strategies and programs that support positive school cultures.

31. Have the pull back of funds affected ability of any of the schools to offer particular curriculum choices?

The following response was provided by the High School Principals Association (HSPA): In the Fall of 2017, Dr. Brabrand informed the high school principals of the possibility of going 1-1 for the 2018-2019 school year. Finding this to be an instructionally sound investment, each principal worked with department chairs, finance techs, SBTS, and TSSPECs to plan for this upcoming expenditure. Each principal worked with their administrative and leadership teams to ensure each schools priorities were properly funded to allow for these funds to be invested toward this important initiative. In addition, every high school principal has written their professional development plans for the 2018-2019 school year to include significant work around the FCPSOn initiative. Principals feel it is critically important that teachers are prepared to begin the 2019-2020 school year with the confidence to implement this initiative with fidelity.

32. Provide greater detail about the proposed Revenue Funds for FCPSOn (Fiscal Years 2019-23). In particular, please describe the budgetary impact of relying heavily upon Carryover Funds (approximately $20M by FY23), and how this large carryover amount is being generated?

The Financial model for FCPSOn takes an approach of sustainable funding that includes shared cost between schools and central offices as well as student user fees. Proposed FCPSOn funding assumes that the revenue for implementation consists of two types:

● Recurring revenue ○ User fees assume an annual user fee of $50 per student, with a fee of $25 for students

eligible for reduced meals, and no user fee for students eligible for free meals. ○ 25 percent of textbook per pupil allocation for schools will be set aside beginning in FY

2020 ○ 75 percent of central Replacement Equipment Funding (REOC) will be used to fund

device leases ○ Central Tech plan funding of $0.4 million will provide additional support ○ New baseline funding of $14.5 million is required by FY 2024 to sustain the funding

model. This recurring cost will support ongoing lease obligations which is typically spread out in four years of payments, as well as additional positions required for the initiative.

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● One-time funding ○ One-time funding totaling $30.0 million accounts for approximately half of the cost of

devices for outright purchase. This funding represents $12.0 million for high school implementation, $6.0 million for middle schools, and $6.0 million for each of the implementation phases for the elementary level in FY 2022 and FY 2023.

○ The one-time funding comes from FY 2018 Midyear set aside, schools’ carryover, central REOC funding and the e-learning backpack state grant. As of June 2018, in preparation for FCPSOn implementation, a total of $7.4 million was carried forward to FY 2019 as part of FY 2018 Final Budget Review. This $7.4 million consists of $3.8 million set aside in the FY 2018 Midyear Budget Review approved by the School Board on December 14, 2017; $2.3 million held from spending on replacement devices from central REOC funding; and $1.4 million from high schools. It is anticipated that in FY 2019, an additional $1.2 million will be transferred from high schools, $2.3 million from REOC, $0.7 million from the e-learning backpack state grant, with the remaining $0.4 million to be identified. This approach will provide a total of $12.0 million as a startup for approximately half of the device cost for outright purchase at the high school level. Funding for outright purchase for middle and elementary school will take a similar approach.

○ One-time funding of $30.0 million for outright purchase will result in cost avoidance. It is estimated that FCPS will save over $1.9 million in financing costs by purchasing devices outright as compared to financing the devices over 4 years based on current financing terms.

A chart below summarizes the revenue sources and types:

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33. Provide the items that are recurring and the one-time expenditures.

The proposed FCPSOn implementation recommends a phased-in approach over four years and includes both recurring and one-time costs. Implementation will begin in FY 2020 with high schools if approved by the School Board, and will be fully implemented at all levels by FY 2023. Based on a four-year replacement schedule, devices and parts are recurring costs since the implementation of the initiative takes four years to implement. When the final phase of the implementation is completed for the elementary level for grades 3-4 in FY 2023, the replacement and refresh cycle will begin with high school devices and parts in FY 2024. Because the number of devices and parts are determined by the student enrollment at each level, the expenditures for devices and parts may fluctuate each year.

A total of sixty-three permanent positions, consisting of 48.5 TSSpecs and 14.5 SBTS, will be required for full, divisionwide implementation by FY 2023, with these additional positions coming onboard over the course of the implementation schedule. In addition to the recurring positions, there are 2.0 education specialists in the Instructional Services Department which will be needed from FY 2020 to FY 2024 to support professional learning needed to ensure that staff can effectively incorporate the new technology into student instruction as part of the FCPS Learning Model. After FY 2024, these 2.0 positions will no longer be needed.

Professional development (PD) expenditures vary depending on the following considerations:

● Both external evaluation and the use of a national evaluation tool will support the initiative until FY 2025.

● PD requires 3 years at each level of implementation: year 1 PD will support development of a learner-centered environment; year 2 and year 3 PD will support full implementation of the FCPS Learning Model. This plan means that the last year for the professional PD will be FY 2024 to support the grade 3-4 implementation learning model. Ongoing PD will then be provided by the School Based Technology Specialists (SBTS).

● Divisionwide PD for materials and supplies totaling $0.1 million will be recurring. ● The chart below summarizes PD expenditures discussed above.

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34. In order to do fund the proposal, what will you propose not do instead? Or what are we not going to be doing?

The FCPSOn initiative is aligned with the skills necessary for students to be successful in the workforce of the future and the Portrait of a Graduate fits into the FCPS strategic plan. Funding the digital learning requires strategic use of funds available, including the state grant for e-learning backpack state grant, repurposing existing resources from schools and central offices, as well as new revenue and fees.

Based on recent communications with the high school principals association, schools use supply funding to purchase equipment. With the FCPSOn implementation plan schedule, principals agreed to hold off on equipment purchases and put the funding towards FCPSOn in order to make it equitable for all high schools.

In addition, IT also carved out a portion (75%) of the central REOC funding to fund the implementation. If FCPS were to implement one-to-one devices for students, IT would not need to spend funding to replace outdated equipment or laptop carts that is currently provisioned for student use. IT intentionally held funding for bulk purchases of one-to-one devices for students in anticipation of the FCPSOn initiative.

In summary, funds that have been spent in the past for equipment, whether at schools or at central offices, will be repurposed for one-to-one purchases. Please note, however, that while this funding is being repurposed, there have been inadequate funds for many years to provide a four-year refreshment cycle of all FCPS computers.

As for positions, 28 elementary schools are currently staffed with 0.5 SBTS positions based on the division staffing formula. In 2017, 14 elementary schools used school funding to trade for a full-time SBTS position. With enrollment growth, the need for the support of a full-time SBTS position for elementary schools will increase in order to provide school-based instructional technology training and support.

35. Will any of the numbers (whether in dollars or positions) in the lines for "total" need to be cumulated? For example, in the total line for the positions, I see 18 in FY20, 21 in FY 21, 43.5 in FY22, and 65 in FY 23. Does that mean by FY23, we will have added the total of 147.5 positions, which will also require paying for 147.5 positions?

The number of dollars and positions represent the total for each year and not the incremental year over year change. For example, in FY 2023, the initiative will require a total of 65.0 positions, representing an increase of 21.5 positions over FY 2022. It is noted that while the 63.0 positions, consisting of 48.5 TSSpec positions and 14.5 SBTS, will be recurring, the 2.0 positions for Education Specialists for Instructional Services will be required from FY 2020 to FY 2024 only. The chart below illustrates annual requirements for staffing, with additional information for year over year changes.

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The FCPSOn TSSpec staffing formula is calculated based on student enrollment at each school, as compared to current staffing formula:

36. Is there any expenditure line item which we will have to spend money for (whether in full or partially) anyway whether we do implement FCPSOn or not?

Line items related to Devices and Parts will continue to be spent anyway, in IT’s ongoing effort to provide reliable access to learning technology. The primary difference is that the standard technology allocation limits the number of needs we can address annually.

The technology support provided by TSSpecs in the schools is in direct compliance with the Code of Virginia, which states:

J. Local school boards shall employ two full-time equivalent positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an instructional technology resource teacher.

With FCPS student enrollment currently projected to rise by at least 3,000 students over the next four years (see FY18-22 CIP, pg 24), the number of technology support positions required will also increase. Additionally, as more technology is infused in schools, whether by virtue of student enrollment, number of applications/systems employed, or number of devices used, the personnel necessary to support that technology on-site is likely to increase proportionally. In the absence of FCPSOn, it is highly likely that additional TSSpec positions will still be needed in the future.

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In FY17, of the 28 schools that were staffed with a .5 SBTS position,14 of the 28 schools traded local funds to pay for a 1.0 SBTS Position. There would be 7 new hires needed to get all schools up to a 1.0 SBTS position in every school.

7/16/18 WS/Internationalization Working Group 37. Look more closely at adding critical languages at the high school level (Arabic and Chinese)

Among the 12 languages (ASL, Arabic, Chinese, French, German, Japanese, Korean, Latin, Russian, Spanish, and Vietnamese) available to students across the school division at the high school level, six (Arabic, Chinese, Japanese, Korean, Russian, and Vietnamese) are categorized as critical languages. Vietnamese has been recently added as a language offering and the exploration of the addition of Hebrew as a critical language option is underway. Korean has been expanded at additional high schools (Centreville and Lake Braddock) and a middle school site (Liberty Middle School). Staff will continue to seek to increase Academy, Online Campus and Virtual Classroom language offerings in critical languages, to further expand availability to secondary students throughout FCPS.

38. Look at additional grants, including those from state department, and status of Chinese language sourcing for teachers

ISD Staff will work with the staff in the grants office to explore opportunities related to Chinese language programs.

39. Come back to Board with costs and plans for an updated Internationalization plan to: a. Explore options for partnerships with embassies b. make academies more centrally located c. Provide data on impact of students expunging 7th grade language grades compared to the

same impact on students for math

Staff will return to School Board with additional requested information as well as a proposal for language expansion with associated costs. See question 43.

40. Mention adding Vietnamese to Falls Church HS to list of accomplishments

As part of the World Languages expansion efforts, staff successfully advocated with VDOE for the addition of a teaching endorsement in Vietnamese language and culture and the applicable course codes, at the request of the school community, for the purpose of adding Vietnamese as a language offering at Falls Church High School.

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41. Provide data regarding accessibility of language programs to all students in county, across each magisterial district

This information will be available with the creation of the map described in question 44.

42. In model of equity officer, consider elevating someone to focus on internationalization priorities at LT level; internationalization should be part of everything we do; explore role of internationalization coordinator

The current role of international learning specialist focuses on expansion of the Global Classroom Project and other international learning opportunities. The position was funded by the School Board from FY15-FY18. In FY19, ISD has traded funds to maintain this role. If a position at this elevated level is desired, additional staffing resources would be required.

43. Consider reconvening Internationalization Working Group to develop long-range plan to implement internationalization into everything we do

ISD staff will create a plan to include the following proposal and costs for the following:

● additional academy, online and virtual offerings privileging critical languages and allowing for more equitable geographical access

● FLES/LTC expansion to all elementary schools ● strategic placement of additional lottery based critical language immersion programs

Input and feedback will be sought from multiple stakeholder groups (LT, principals, teachers, students) through the development. This plan will be shared with the School Board upon its completion this school year.

44. Map language offerings across the County with languages by color coding

ISD is working with Facilities and ITI colleagues to develop a map of all language offerings division-wide, coded by languages offered.

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45. How does central staff envision their role in terms of leadership on school language choices across the division? Would it be better for the Board and central staff designate certain languages of focus, or does staff believe the decision be left entirely to individual schools (as seems to be currently the case)? Does central staff see importance in promoting and prioritizing the learning of critical languages, as opposed to traditional language offerings?

The process of choosing a language for elementary programs was never intended to have school communities and school staff be the sole decision-maker on language choice. As it relates to program implementation procedures, school communities and school-based staff identify three languages they would like to support for FLES/LTC programs and the LT makes the final decision in the best interest of strategic placement of languages. In current practice, LT places high value on the community input and therefore often aligns decision with the language of preference. It is challenging to ask the community for input and then disregard the information. Currently, school communities in conjunction with school staff tend to select Spanish as the language of new programs, including schools phasing out other languages in favor of switching to Spanish. If there were to be renewed commitment to strategic implementation of critical languages, the language selection process would need to be revised to ensure transparency of division priority for critical languages.

At the secondary level, participation in World Language courses is tied to graduation requirements, though students choose the language they wish to study. FCPS standard language offerings are Spanish and French, with additional offerings being determined by vertical articulation agreements and student course selection. The introduction of a new language offering often results in the phasing out of an existing language. This can create several years of staffing challenges and therefore schools typically only begin this process when there is significant student interest in a new language and/or additional staffing provided. ISD staff facilitate the process to measure community support for a new language and support schools with implementation. Historically, FCPS students have shown preference for Spanish and French, though recently Korean in the Centreville pyramid and Arabic at the Fairfax High School Academy have seen significant enrollment.

Staff agrees that the school division should expand to additional critical languages such as Chinese or Arabic, while also keeping existing language programs intact. This belief is held with the understanding of the challenges associated with expanding to these languages such as:

● Insufficient number of students to begin a new language curriculum and sustain a program through upper levels of that target language and resulting staffing challenges

● Finding VA licensed personnel in many of these critical languages (Persian, Dari, Pashto, Swahili, Turkish, and Urdu, to name a few) will be extremely difficult due to very limited candidate pool

Due to these challenges, alternative models, including virtual classrooms, online courses, and utilizing Academy structure will continue to be effective pathways to expanding access.

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46. Does staff envision offering languages at more academies around the county, or only at Marshall and Fairfax? Why is this academy model used for some areas of the county and not the entire county?

The placement of world languages at Fairfax and Marshall Academies has been strategic, based on ensuring availability of target language offerings for students articulating from FLES/LTC programs, concentration of heritage speakers, and/or identified student interest. This solution has been judiciously applied since Academy staffing has remained flat for many years. Growth would be dependent on space and staffing.

47. Provide timeline of LTC expansion to all 140 elementary schools.

ISD staff will include the timeline and cost for expanding FLES/LTC programs to every elementary school as part of plan described in question 43.

48. Provide a list of schools or school pyramids in which vertical articulation of languages has been completed (K-12).

An updated list with vertical articulation for FLES/LTC and Immersion programs may be found here. All Immersion programs are vertically articulated to designated feeder middle schools and high schools.

49. Explore advocating for the elimination of the language certification requirement for teachers in immersion schools.

FCPS conducts internal target language assessments to determine that candidates have the level of language proficiency necessary to provide content instruction in the target language. Advocacy for the elimination of the language certification requirement for teachers in immersion schools is welcomed. The introduction of a new Dual Language licensure pathway has passed the VA legislative session and is currently going through the VDOE review process (ABTEL etc.). Continued support for a Dual Language license is required to achieve the legislatively intended more reasonable and attainable certification pathway for immersion teachers.

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50. Provide more information to the Board regarding the Education First partnership, including the names of programs and number of student participants in each program, and participation numbers over the past five years. This program is a Jack Dale special on which the Board has never received a full briefing during the seven years I’ve served on the Board. How often is this partnership reconsidered or renewed? What revenue or expenses are incurred from the partnership with EF? Have central administrators participated in EF trips? If so, which administrators have traveled to which countries, and when?

Provided is the data for student enrollment and program title since 2013. These numbers include group leaders and administrator participation as well. The FCPS School community can enroll and learn more about the ISTP/ISLP via our public site: https://www.fcps.edu/international-study-travel-service-learning-program

ISTP/ISLP Total Numbers

Total numbers include all group leaders, students, chaperones, admin, scholarship places, and parent travelers

YEAR TOTAL ENROLLMENT

PROGRAM

2013

41 Global Professionals - Spain

45 Global Explorers - Costa Rica (Elementary Spanish, 1 parent per student)

13 Global Student Leaders - Costa Rica Summit

2014

25 Global Volunteers - Service in Peru

28 Global Volunteers - Service in Ecuador

99 Global Investigators - WWII in Europe

21 Global Student Leaders - Summit in China

63 Global Professionals - London and Paris

2015

22 Global Volunteers - Service in the Dominican Republic

26 Global Environmentalists - Costa Rica

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20 Global Communicators - Paris and Nice

27 Global Professionals - Germany and Italy

38 Global Scientists - Ecuador and Galapagos

2016

23 Global Volunteers - Service in Peru

11 Global Communicators - Paris and Normandy

32 Global Environmentalists - Germany and Switzerland

28 Global Investigators - WWII in Europe

2017

29 Global Investigators - China

20 Global Communicators - Malaga and Madrid

28 Global Student Leaders - Summit in Italy

54 Global Volunteers - Service in Ecuador

36 Global Environmentalist - Costa Rica

2018

46 Global Student Leaders—Summit in Germany

54 Global Investigators—WWII in Europe

23 Global Volunteers—Service in Peru

47 Global Environmentalists—Dominican Republic

17 Global Communicators-- Spain

51. What is the current budget expenditure on international service learning projects (including, but not limited to, EF service learning projects)?

There is no separate budget expenditure for our service learning projects. The service learning projects through EF are administered in the same way as the study travel program.

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52. Create a central tracking mechanism for all global engagements throughout FCPS by school.

We currently keep track of all short-term student visitations where the school completes a Memorandum of Agreement. The MOAs are signed by the FCPS school principal, the overseas school principal and the Director of ESOL Services. We also track the delegations who visit FCPS and schools involved in the Global Classroom project. This information is housed with the Internationalization Specialist.

53. Every elementary school should offer some type of language program

See question 43

54. Bring cost of implementing program to Board during budget process

See question 43

7/23/18 WS/School Resource Officer Memorandum of Understanding

55. Staff to do a crosswalk showing comparison between parent notifications outlined on the draft SRO MOU and current SR & R

Crosswalk

56. Use language in MOU on page 7 and 17 with respect to parent notification and court diversion to make future modifications to SR & R and inform training for the hearings office.

The Department of Special Services (DSS) will schedule a meeting this fall with JDRDC staff to discuss ideas for possible training to support best practices with discipline within the school system. In the Fall of 2017, a Classrooms Not Courtroom Committee was created to include representatives from FCPS DSS and Hearings Office, and the Juvenile and Domestic Relations District Court (Director and Judge). The intent of this collaboration is to discuss data, review best practices regarding behavior and discipline, and to share ways we can jointly support Fairfax County students.

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57. In a Brabrand Briefing, provide greater clarity on “Fairfax County Police Department Access to FCPS Directory Information” on bottom of page 14

Review of the Directory Information Process scheduled for the April 8 Work Session

58. Legal guidance related to arrests on school grounds and directory information

Review of the Directory Information Process scheduled for the April 8 Work Session

7/23/18 WS Strategic Plan Update

59. Simplify two-pager, too much information and graphics, difficult to read and understand

11/12/18 WS

60. Revisit use of term “aspirational” while including timelines (gives impression that goals will be achieved in short timeframe

11/12/18 WS

61. Decouple cultural responsiveness from disruptive behavior

11/12/18 WS

62. Consensus to Replace “Aspirational Goals” The FCPS Strategic Focus for School Years FY2018-2020 (KCS) – Changing “Plan” to Focus and removing “Aspirational Goals”

11/12/18 WS

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7/23/18 WS FY 2018 Final Budget Review

63. Page 3, provide budget detail on bottom 5 bullets in section 3A – beginning balance

Outstanding encumbered obligations total $21.5 million and are usually the result of orders that remain undelivered or situations where the items have been received, but the invoice has not yet arrived. FCPS Notice 5110 FY18 Close-out recognizes these carryover funds as “Document Carryover” because there are formal documents to substantiate the need to move the appropriated funds from one fiscal year to the next. Encumbered obligations total $21.5 million and are detailed below. It should be noted that carryover of encumbered obligations in recent years has ranged between $24 and $37 million.

Page 3 of Agenda Item, Section 3, A.5.

Account Description Amount ExamplesOther Equipment Non-capitalized $3,541,093 Furniture, custodial equipment, computers, IT hardwareOther Professional Services $3,416,192 Online IEP, Enrollment Projection, SIS, VOIP UpgradeMinor Improvements $2,094,870 D&C minor improvement workOther Maintenance Contracts $1,838,838 HVAC, Elevator, Fire AlarmEquipment Expense (Shopping Cart Only) $1,381,086 Wireless hardware, Simulator MannequinsTechnology Equipment Maintenance Contracts $933,584 Computer parts, security equipmentStrategic Funding $779,904 PMOCSoftware Purchases Non-capitalized $704,000 Adobe Enterprise, IT network softwareTechnological Equip Non-capitalized $592,119 Desktop and laptop computersInstructional Supplies $559,183 Classroom suppliesTrailer Work and Set-up Services $534,318 TrailersLocal Telephone $469,283 TelephoneEngineering Services $469,074 EngineeringProfessional Development $428,261 IB PD (teachers), leadership conference, travel reimbursementVehicles Expense (Shopping Cart Only) $395,480 VehiclesMailing and Shipping Costs $380,543 PostageMaintenance Supplies $374,327 SuppliesPymnts for External Student Transport (Providers) $361,810 TransportationSoftware Maintenance Contracts $271,198 Audit Software, Student Demographic SoftwareSMDS Lines $203,801 Internet service, security software/serviceVarious Others (44 items) $1,759,712Total $21,488,678

FY 2018 Outstanding Encumbered Obligations

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Schools/multi-year projects carryover consists of system wide multi-year projects as identified below as well as schools automatic balance carryover of 25% of their budget, selected accounts like band and field trips, and school principal requests for funding for critical needs. It should be noted that carryover for schools/multi-year projects in recent years has ranged between $16 and $26 million.

Details below. Multi-year Projects $23.0 million Schools Carryover $9.8 million Total $32.8 million Page 3 of Agenda Item, Section 3, A.6.

FY18 Schools/Multi-Year Projects Carryover

Department Amount Multi-Year Projects/Schools

Chief Academic Office $1,585,601 Project Momentum, PLFE Learning Management System, PLFE Tuition Reimbursement, HPL Outreach, TJ Admissions

Deputy Superintendent $408,090 After-School Programs

Facilities & Transportation $6,494,106 Transportation Radio Replacement, Monopole, Mobile Data Terminals

Financial Services $1,810,536 FOCUS, Great Plains (SAF), OPM MyTime Maintenance

Human Resources $807,777 HR Legacy Systems, Lawson Upgrade

Instructional Services $2,698,208 Tests, FCPSOn 1:1, Library Management System, PBL HS, MS/HS Math Textbooks, HS WL Textbooks

Region Offices $581,618 TJHSST Equipment, Justice HS

Technology $8,652,806 Placeholder for FCPSOn, Synergy SIS plan, eCART, TECH Plan

School Principals $9,824,627 25% Unspent Funds, Band, Field Trip, Critical Needs

Total $32,863,369

Department carryover consists of unspent funds within a department that are carried over to the subsequent year to address budgetary requirements necessary to support strategic plan priorities or other unanticipated items that have recently become known. It should be noted that carryover for Departments in recent years has ranged between $4 and $6 million.

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Page 3 of Agenda Item, Section 3, A.7.

Page 3 of Agenda Item, Section 3, A.8

FY18 Prior Committed Priorities/Requirements

Description Amount Comments

Major Maintenance $3,550,970 Increase dedicated funding to $10 million to address maintenance backlog

Adult & Community Education (ACE)

$40,338 Transfer to ACE to cover projected tuition revenue shortfall.

Total $3,591,308

Department Total ExamplesChief Academic and Equity $496,872 PD for equity initiatives, special needs outreach and

workshops, Ombudsman office supportChief Operating $10,000 IBM's Statistical Package for the Social SciencesDeputy Superintendent $390,000 CPR and AED training per legislation, athletic

transportation Facilities & Transportation Services $1,511,241 Increased work orders, communications, transportation

for homeless, custodial supplies, mechanical systemsFinancial Services $46,657 Custodial materials

Human Resources $1,322,411 Classification analysis, Welcome Center, on-line PD, CPR training, timely investigations

Instructional Services $1,871,657 Korean exchange, post high school, ESOL summer training, SIFE bi-literacy, on-line Chinese, training for Library management system, PD, increased postage

Region Offices $124,951 PD for Project Zero, Number Sense, Resource fairs support, equipment for new EP

School Board - OAG $55,000 Hourly professionalsSpecial Services $464,469 Increased IEP referrals, OSS, chronic absenteeism,

epi-pen legislation, multi-agency counselingSuperintendent $100,000 Communications - FCPS Web ApplicationTotal $6,393,257

FY 2018 Department Critical Needs Carryover (CARY)

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Page 3 of Agenda Item, Section 3, A.9

FY18 Strategic Plan Investments

Description Amount Comments

Safety & Security Replacement Classroom Locks

$1,000,000 1,880 dual-keyed classroom door locks

On-line Campus $600,000 Growth in students

Total $1,600,000

64. Provide quarterly updates on Federal and state funds that are obligated and unpaid

Staff is reviewing Impact Aid and IDEA to determine funds originally obligated but unpaid. This analysis will take some time, and we hope to provide an update at the next quarterly review.

65. Page 3, suggest putting $8 million for FCPSOn in report as placeholder vs. obligated funding, pending the plan being brought forward

The carryover of FCPSOn funds in a multi-year projects account is a placeholder. Plans to move forward will not commence without School Board approval.

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66. Provide detailed breakout of allocations of current staffing reserve and provide regular updates on use of staffing reserve

The FY 2019 Approved Budget included 441.0 staffing reserve positions. As of July 20, 2018, a net of 302.26 positions have been allocated from the reserve to address:

• Fluctuations from projected enrollment 83.0; • Class sizes greater than desired maximum 148.5; • Special education or unique need 29.0; • Other 41.76.

Currently the balance of staffing reserve positions available for allocation total 138.74. Class size and formula allocations will be revisited through the beginning of the school year when student information data solidifies.

67. Include in BB explanation of allocation process for staffing reserve

Each year the budget includes teacher and instructional assistant positions and related funding as a contingency for staffing requirements that exceed existing allocations and are identified after the budget is finalized. The staffing contingency has been used to increase positions at schools when enrollment exceeds projections, reduce/eliminate combination classes at the elementary school level, reduce large elementary class sizes, and address other extenuating circumstances (e.g. unique special education needs).

Positions are allocated during normally scheduled staffing meetings beginning in April and occurring throughout the school year with the bulk of the review process taking place in July, August, and September. Between April and July, schools are able to request additional positions based on expectation of greater student enrollment than projected or other identified needs (e.g. class size issues at a specific grade level as defined by School Board guidelines). The Department of Human Resources, in collaboration with other departments as needed, review requests against historical data and make staffing allocations from the reserve. As student enrollment for the coming school year begins to become available in July, the process shifts to become more of a review of projected enrollment versus actual enrollment in the aggregate and by grade level at each individual school. In addition to allocating positions when dictated by actual enrollment or other needs, positions may be returned to the reserve (e.g. at a school where enrollment is below projection). Following September, the review process is mainly focused on special education adjustments.

The review meetings include Region and Assistant Superintendents, Human Resources, Budget Services, Facilities Planning, and other offices when dictated by topic (e.g. special education or English for Speakers of Other Languages). Given the volume of changes occurring in the student information system leading up to the start of the school year, the process of determining the reason for having allocated a position can be fluid.

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68. Item K restated for clarity to include the current number in staffing reserve

Item K has been edited as follows:

Funding of $0.4 million, including 4.5 positions, will be added to the staffing reserve to provide schools with additional support as needed. The FY19 staffing reserve includes 441 reserve positions to be used when actual school enrollment varies from the projection, class sizes fall outside of the established guidelines or extenuating circumstances exist.

Through July 20, 2018, 302.26 positions have been allocated from the staffing reserve, leaving a balance of 138.74 positions. With this additional allocation of 4.5 positions, the staffing reserve balance is 143.24 FTEs.

It should also be noted that new or vacant teaching positions in the FY19 budget were costed at $88,349 per position for salaries and benefits. Assumptions used include a BA+15, step 6 plus 46.4% for employee benefits. Budget staff monitor average hire data to determine potential lane and step assumptions for vacant or new teaching positions. The assumptions will change based on current experience.

69. Clarify that the 4.5 positions will go into the staffing reserve

Funding of $0.4 million, including 4.5 positions, will be added to the staffing reserve to provide schools with additional support as needed. The FY19 Approved Budget includes a staffing reserve of 441 positions—this addition of 4.5 positions will result in a total of 445.5 staffing reserve positions in the FY19 Approved Budget.

70. Clarify Section F Employee Bonus placeholder – who would it impact? The bonus will be eligible to those who received no salary increase due to being at the top of the scale or on a hold step. Only Teachers and CIS scale employees at the top of their respective scales or on a grandfathered scale will be eligible as all other employees got a salary increase greater than 1%. Funding of $0.8 million provides a 1.0 percent bonus for 900 employees. This includes 704 teachers and CIS employees who have reached the maximum of their respective scales and 196 teacher and CIS employees who have stepped into a hold step in FY 2019. See chart below for detail. Numbers may not add up due to rounding.

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Bonus Eligibility

Active Scale Grandfathered Scale

Maximum Hold Maximum Hold

Operating Fund Dollars Count Dollars Count Dollars Count Dollars Count

CIS Scale $ - 0 $ - 0 $ 0.1 222 $ 0.0 35

Teacher Scale $ 0.4 441 $ 0.1 47 $ 0.0 33 $ 0.1 109

Total Operating Fund $ 0.4 441 $ 0.1 47 $ 0.1 255 $ 0.1 144

Grants Fund

CIS Scale $ - 0 $ - 0 $ - 0 $ - 0

Teacher Scale $ 0.0 9 $ 0.0 4 $ - 0 $ 0.0 1

Total Grants Fund $ 0.0 9 $ 0.0 4 $ - 0 $ 0.0 1

TOTAL1 $ 0.5 449 $ 0.1 51 $ 0.1 255 $ 0.1 145

71. Presentation or report on sustaining model of ACE program Staff will report on the ACE program and its ability to continue self-sustainment throughout the year at the quarterly reviews.

7/26/18 Regular Meeting – SRO MOU

72. Follow-on: Direct the superintendent to report to the board the details of required SRO training, including the required topics and frequency of the training. Due date: March 31, 2019.

Scheduled for March 11, 2019 Work Session

73. Follow-on: Direct the superintendent to report to the board on how the MOU could be clarified to ensure that: (a) administrative discipline-related conversations with students are conducted by FCPS staff only, with no SRO presence; and (b) law-enforcement-related conversations are conducted separately, by SROs only, unless parents or school staff feel a student would benefit from the presence of another trusted adult. Due date: March 31, 2019

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74. Follow-on: Direct the superintendent to report to the board on current practices regarding SRO participation in hearings office hearings and the feasibility of excluding SROs from physically participating in discipline hearings conducted by the hearings office. Due date: March 31, 2019.

75. Follow-on: Direct the superintendent to include the “Program Assessment” reported data (MOU page 20) on the FCPS equity scorecard, in an easily accessible format for community members. Due date: when the data is available from FCPD

76. Follow-on: Direct the superintendent to report to the board an exhaustive description of all the possible scenarios, under current FCPD actual practices, in which FCPD might share any information about FCPS students or family members with other law enforcement agencies, including Immigration and Customs Enforcement. Due date: October 31, 2018.

77. Follow-on: Direct the superintendent to conduct a crosswalk of the parent notification requirements for SROs and school staff, as outlined in the MOU with the current SR&R, and to provide potential recommended changes to the 2019-2020 SR&R that will achieve better alignment. (This crosswalk should include but not be limited to parent notification practices used in questioning, obtaining written statements, and accessing the information of personal cell phones of minor students). The superintendent will bring recommendations for improved parent notification when he reports to the Board on discipline issues in fall 2018.

78. Follow-on: Direct the superintendent to report to the board a description of the current FCPDs practices, of sharing any information about FCPS students or family members with other law enforcement agencies, including Immigration and Customs Enforcement. Due date: October 31, 2018.

9/17/18 WS ERFC Annual Report

79. Names of funds used in comparison with FCPS ERFC’s investment consultant, New England Pension Consultants, only has complete detailed data from clients that are serviced by the firm. Thirty-four of the 60 funds used in comparison with FCPS come from shared data sources where fund performance information is presented without the fund name. Twenty-six of the comparison funds are listed below:

Anne Arundel County Retirement System

Baltimore County Employees’ Retirement System

Boston Retirement System

City Of Hartford Municipal Employees Retirement Fund

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Educational Employees’ Supplementary Retirement System of Fairfax County Employees’ Retirement System of Rhode Island Fairfax County Uniformed Retirement System Firefighters' Retirement System of Louisiana Fulton County Employees' Retirement System Government of Bermuda Gwinnett County Board Of Education's Retirement Plan Louisiana State Employees’ Retirement System Defined Benefit Plan Louisiana Municipal Police Employees' Retirement System Manhattan and Bronx Surface Transit Operating Authority Pension Plan Metro Government of Nashville and Davidson County Metropolitan Transportation Authority Defined Benefit Pension Plan Montgomery County Public Schools Retirement System Trust New Hampshire Retirement System New Mexico Educational Retirement Board Ohio Public Employees Retirement System Oklahoma State Pension Commission San Bernardino County San Francisco Employees’ Retirement System Seattle City Employees' Retirement System Ventura County Employees' Retirement Association Vermont Pension Investment Committee

80. Slides 11 and 13 to include people entering system early in their careers (22-25) on legacy, tier one and two

Updated slide 11 to include people entering FCPS between ages 22-25 for Legacy and 2001 Plan; included Excel calculations as backup. No changes were made to slide 13 since it shows actual averages of current member population dynamics.

Updated Powerpoint Excel Spreadsheet

81. Schedule a future work session to take a deeper dive into ERFC Work Session scheduled for March 11, 2019

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9/17/18 WS Principal Selection Process 82. Include in future BB more information about the rationale for only two years for pool eligibility in FCPS

When researching practices of other districts that currently use a principal pool process the team found that other school districts allow candidates to remain in the pool for a period ranging 2-5 years, with most having a 2- or 3-year limit. The FCPS two-year eligibility period mirrors that of other districts and closely mirrors the length of time pool candidates receive professional development. Additionally, on-average FCPS fills 25 principal vacancies each year giving all candidates ample opportunity for a school match. At the end of the 2-year period, staff will conference with pool candidates concerning their status in the pool.

83. Include in future BB how principals are selected to be part of interview pool selection process

A communication is sent to all sitting principals via ActionGram. Interested principals contact the coordinator, administrative hiring. Region Assistant Superintendents are informed of principals’ interest and provide recommendations on which principals should serve in the interviewer role.

84. Include in future BB, slide 13-14, include demographics (raw numbers and percentages) of current teacher population, AP population and principal applicant pool by gender and race, to show how applicants are progressing

Teacher and Assistant Principal Population - Gender

Gender Current Teacher Population Current Assistant Principal Population Number Percentage Number Percentage

Female 12,818 81.0% 273 65.8% Male 3,021 19.0% 142 34.2% No Response Provided N/A N/A N/A N/A

TOTAL 15,839 100% 415 100%

Teacher and Assistant Principal Population – Race/Ethnicity

Race/Ethnicity Current Teacher Population Current Assistant Principal Population

Number Percentage Number Percentage American Indian/Alaskan Native 18 <1.0% 1 <1.0% Asian 857 5.4% 13 3.1% Black/African American 1,196 7.6% 68 16.4% Hispanic 729 4.6% 14 3.4% Native Hawaiian or Other Pacific Islander 5 <1.0% 0 0%

White 12,648 79.9% 316 76.1% Two or More Races 385 2.4% 3 <1.0% No Response Provided 1 <1.0% 0 0 TOTAL 15,839 100% 415 100%

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Principal Pool and Assistant Principal Population – Gender

Gender Applied Screening Skype On-Site Invited to the

Pool

Current AP

Population

Number Percent Number

Percent

Number

Percent

Number

Percent

Number Percent

Female 124 55.1% 111 55.0% 103 56.6% 60 60.6% 41 64.1% 65.8% Male 100 44.4% 91 45.0% 79 43.4% 39 39.4% 23 35.9% 34.2% No Response

1 0.4% 0 0.0% 0 0.0% 0 0.0% 0 0.0%

0.0%

Total 225 100% 202 100% 182 100% 99 100% 64 100% 100.0%

Principal Pool and Assistant Principal Population – Race/Ethnicity

Race/Ethnic

ity

Applied Screening Skype On-Site Invited to the Pool Current AP Popula

No % No % No % No % No %

American Indian or Alaskan Native

0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% <1%

Asian 5 2.2% 3 1.5% 3 1.7% 2 2.0% 2 3.1% 3.1%

Black/African American

60 26.7% 54 26.7% 45 24.7% 21 21.2% 12 18.8% 16.4%

Hispanic 2 0.9% 2 1.0% 2 1.1% 0 0.0% 0 0.0% 3.4%

Native Hawaiian or Other Pacific Islander

0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0.0%

White 149 66.2% 135 66.8% 126 69.2% 75 75.8% 49 76.6% 76.1%

Two or More Races

2 0.9% 2 1.0% 2 1.1% 1 1.0% 1 1.6% <1%

No Response

7 3.1% 6 3.0% 4 2.2% 0 0.0% 0 0.0% 0%

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Provided

Total 225 100% 202 100% 182 100% 99 100% 64 100% 100%

85. Clarify why FCPS would need to re-establish its own “Leadership Development” programs like Aspiring Principal Cohort when there are external professional options like Administrative Credential Programs and/or Graduate Degree programs.

Response While FCPS partners with the University of Virginia (UVA), Virginia Tech (VT), and George Mason University (GMU), the curriculum is determined to meet the VDOE administration and supervision licensure standards. There are also a multitude of other universities that meet VDOE licensure requirements for administration and supervision.

FCPS provides professional development utilizing research-based best practices that align to the FCPS Leadership Standards. It is necessary to provide leadership development programs to build the capacity of aspiring and current leaders to deepen their skill set in current and future positions. These programs apply theory gained through administrative credential programs to authentic practices unique to FCPS. These programs support the goals of the FCPS Strategic Plan in all goal areas, and most specifically in support of developing a Premier Workforce.

86. Include in future BB a copy of School-Based Administrator rubric

Link to current school-based administrator evaluation rubric follows:

http://fcpsnet.fcps.edu/hr/sbaevaluations/resources/SBA-ps.pdf#page=2

87. Define diversity in context of this program

In the context of this report, diversity referred to the race and gender of individuals

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88. Provide data and continue to regularly report statistics for number of offers, not only data for hires

The information provided in the report was titled hires; however, during the first year of implementation no candidates offered a principalship declined the offer. The HR team will continue to track going forward.

89. Compare number of internal and external candidates and eventual hires to previous five years, if available

Data unavailable for previous years

90. Elaborate on plans to address diversity concerns, attempts to recruit and develop more Hispanic candidates

Targeted print and/or electronic advertisements appeared in publications for the following:

Hispanic Latino Professional Association (HLPA)

Association of Latino Administrators and Superintendents (ALAS)

Diversity in Ed

National Alliance of Black School Educators (NABSE)

Going forward, region leaders and sitting principals will need to ensure that they are encouraging and coaching diverse candidates for future leadership opportunities. This work begins at the teacher leader level and continues throughout the leadership spectrum.

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91. Consider adding more formalized process for principal mentorship

According to the Wallace Foundation, principal mentorship is critical to the success of a school. A comprehensive mentorship program for all principals and assistant principals supports growth through reflective practice.

Currently, mentorship programs are offered through several channels, including but not limited to, the leadership development team and region professional development. The Office of Professional Learning and Family Engagement is currently working with the Department of Human Resources and region offices to explore a systemic program that supports various stages of leadership development.

In addition, leadership development at the regional level includes monthly and/or bimonthly meetings with principals to discuss current problems of the practice around: Instruction, Climate and Culture, Human Resources Management, Organizational Management, and Communication. Principals are being asked to bring specific artifacts around these standards. Regions provide growth producing feedback to our newly hired principals on a weekly basis, as well. Finally, the regions are committed to many schools visits per year, per school: visits include, but are not limited to, Beginning of the Year drop-in visits, Back-to-School Night visits, attendance at high school sporting events, participation in faculty meetings, observations of team meetings, and classroom observations. These types of visits provide opportunities for regional leadership and principals to discuss common issues in a positive and proactive manner.

92. Add more standardized process for earlier School Board Member input in the selection, include information on the process followed and information on characteristics of candidate (use Dr. Zuluaga’s template as example)

Region Assistant Superintendent will communicate via email to all magisterial school board members the input timeline. School Board Members will have the opportunity to submit written input to be included with the development of the leadership profile. Regional Assistant Superintendents will continue to provide important information related to the processes and protocols used in the principal selection process. A conversation between Magisterial Board Members, Board Members-at-Large, and RAS/EPs will continue in an effort to improve clarity and transparency during the decision-making process.

93. Elaborate on how candidates are matched with facilities, why they are a good fit for a particular school

When determining which candidates will be invited to the community advisory panel interview and what questions will be asked, input from both the community and the region office are considered. Community advisory interview panel members representing various school community stakeholder groups provide additional input to the regional leadership team at the end of the interview day. Top candidates are invited to interview with the region leadership team. Through a more comprehensive and deeper dive into a candidates’ previous work experience, background, and skill set, region

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leadership identifies one or more top candidate(s) who advance to the superintendent level interview.

94. Consider adding more time to postings

Most principal vacancies are announced to all sitting principals and pool candidates, at a minimum, one week ahead of the official advertisement so that candidates can begin conducting their own research around fit/match and explore their desire to apply. All current principals and pool candidates receive an email notifying of the official position posting. Candidates have 5 business days to express interest by submitting an updated resume through the application system. To date, no pool candidate has informed HR that they had missed a position advertisement; however, using the old process that occurred multiple times.

95. Consider revisiting the Skype portion of process as potential barrier, maybe not best practice

In collaboration with the region offices, Skype was selected as the interview medium. This provides the greatest level of flexibility for candidates to be available during the established interview time, especially out-of-state candidates. The team will continue to conduct research around the use of Skype and adjust the process as needed.

96. Consider how we are communicating and perceptions of potential applicants

The Human Resources team has provided 17 information sessions for both internal and external candidates. During the information session, candidates are provided with an overview of the process and an opportunity to ask questions. For Spring 2019, the team intends to record an information session and post it on the website for individuals who were unable to attend. Additionally, a principal pool webpage outlining the process and HR contacts has been created as a

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reference for applicants. A link to the webpage follows: https://www.fcps.edu/careers/career-opportunities/administrative-opportunities/principal-selection-process

97. Superintendent and HR work on plan to ensure greater communication around external candidates relocate

A notation will be added to the website and a reminder will be sent to region offices.

98. Status update on number in pool

Following the fall 2018 window there are currently 48 candidates in the FCPS principal pool. Applications will be accepted for the spring 2019 window beginning December 19, 2018. The application window will close on February 12, 2019. We average 20 principal vacancies a year.

9/17/18 WS High School Graduation Requirements/Pathways

99. Solicit feedback from Student Advisory Council

Following the September 17 School Board Work Session on Local Graduation Requirements, staff met with the Student Advisory Committee to gather their feedback on the proposed changes for Health and Physical Education, Science, Social Studies, and World Languages. The students asked thoughtful questions about each content area. When asked to perform an informal vote, there were a majority of students who stated that their preference would be to change the requirements to create more flexibility. However, there were students on both sides of each issue, and they provided valuable feedback and considerations for each of the options. For Science, approximately 2/3 of students shared that they would prefer to match the VDOE requirements for a Standard Diploma of three credits in two disciplines in order to create more flexibility for student choice in courses. For Social Studies, a slight majority of students shared that they would prefer to match the VDOE requirements for a Standard Diploma of three credits in Social Studies in order to give students an extra elective course option. For World Languages, approximately 2/3 of the students support offering level one World Languages in seventh grade to increase flexibility and offer options earlier. The discussion about a potential waiver of or flexibility for Physical Education for student athletes was the longest conversation of the four content areas. While the majority of students shared that they would like for our division to pursue some flexibility for student athletes, there were a large number of students who spoke out strongly against adapting the requirements. The biggest concern and question from all the student was about what qualifies a student as an athlete. Some students raised concerns about equity of access, particularly for students with physical disabilities that may prevent them from participating in a sport during high school. On October 11 the School Board will vote on potential changes to local graduation requirements for Science and Social Studies for the Standard Diploma in order to match the VDOE requirements. The presentation from the September 17 School Board Work Session on Local

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Graduation Requirements and Course Options is available here: Sept 17 SBWS

100. Request Steering Committee or staff to consider allowing AVID to fulfill either a fine arts/practical arts requirement or a CTE requirement

The AVID course is currently classified as a general course versus either a fine art or a career and technical education (CTE) course. In the 2011-12 school year, changes to graduation requirements went into effect through the Virginia Board of Education. One of these changes was to change one of the standard credit requirements from a “fine or practical art” to a “fine art or CTE course.” The Virginia Standards of Quality (SOQ) provides guidance as to what constitutes a fine art or CTE course: ● Fine Arts: Fine arts, which may include, but need not be limited to, music and art, and practical

arts ● CTE: Career and technical education programs shall be aligned with industry and professional

standard certifications, where they exist. There is some flexibility to local education associations (LEA) regarding which courses count in the fine arts, and less so with CTE courses, which are more narrowly defined and monitored by the state. LEA are instructed by the SOQ to include in their program of instruction courses that impart “knowledge and skills needed to qualify for further education, gainful employment, or training in a career or technical field,” and while the AVID elective course certainly fits into the first part regarding knowledge and skills for further education, it is not part of the CTE curriculum as defined by VDOE. Further, the standards of the course do not fall into the fine arts areas of music, theater, visual arts, or dance. As such, the AVID elective course remains classified as a general course, and does not meet the fine art or CTE requirement towards graduation. Students must earn one credit in a fine art or CTE course for both the advanced studies and standard diplomas; an additional credit in a fine art, CTE, or world language course is required for the standard diploma. AVID does count towards the required three additional elective credits for either diploma. In addition, a student who completes the high school AVID elective course for two years is deemed to have met the sequential elective requirement for either diploma moving forward. As such, with planning and academic advisement support from their school counselors, students do have the opportunity to complete the AVID elective each year, potentially including the fine art or CTE course in their 11th or 12th grade year as more space opens up in their course schedules:

Sample: Advanced Studies Diploma

Assumes no high school credits in math or world languages were earned in middle school

Courses 9th 10th 11th 12th

1 English English English English

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2 Math Math Math Math

3 Social Studies Social Studies Social Studies Social Studies

4 Science Science Science Science

5 HPE HPE Econ & Pers Fin Fine Art/CTE

6 World Language World Language World Language Other Elective

7 AVID AVID AVID AVID

We value your support and advocacy for the AVID program, and continue to be open to future dialogues about increasing access and participation to the elective course.

101. Request Steering Committee or staff consider starting world languages in 7th grade in more schools, particularly in Eastern part of County, report at November work session, native Spanish language students in 7th grade to have option to get language credit

Additional consideration about adding Level 1 World Language course offerings for students in grade 7 will be included in the World Language Internationalization School Board work session on December 10th. As part of our seventh grade Level 1 pilot, Herndon Middle has also been offering Spanish for Fluent Speakers Level 1. Six middle schools currently offer Spanish for Fluent Speakers Part A and B (Glasgow, Herndon, Holmes, Poe, Sandburg, and Whitman). Should Level 1 language offerings become available to students in grade 7 at all schools, guidance to schools would to be to include Spanish for Fluent Speakers Level 1 when demographics and interest indicated it was appropriate. Currently, eight middle schools (Glasgow, Herndon, Jackson, Key, Kilmer, Lake Braddock, Poe and Sandburg) offer the course to students in grade 8. In addition, each November, the Credit Exam for World Languages is offered in thirty languages to students grade 7-12. The Credit Exam for World Languages is designed to assess students’ native language proficiency and enable them to earn one or two credits toward fulfilling the world languages requirement for the Advanced Studies Diploma.

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102. Determine potential impacts on arts programming on middle school if language program is added in 7th grade

It is difficult to predict the direct impact on any content areas if the grade 7 language offerings are expanded. While it is anticipated that the number of students who request a language course will increase if Level 1 options are made available in grade 7, there are already significant numbers of students who enroll in a Level 1A language courses in grade 7, so the impact will not be as large as it would be if there were currently no language offerings in grade 7. It is expected that many of the students who enroll in Level 1 language courses would have otherwise enrolled in Level 1A language course. Additionally, students in grade 7 have the option to enroll in arts and/or career and technical education (CTE) courses, so the impact of increased enrollment would be spread across both content areas.

103. Provide data on successes and issues encountered with 7th grade language to date

The charts below represent the achievement of the students at Franklin Middle School and Herndon Middle School during the first and second years of the Level 1 World Language in Grade 7 pilot. Both schools experienced a reduction in student enrollment at Level 2 in grade 8: Herndon Middle School saw a combined 12% reduction and at Franklin Middle School, it was approximately a 20% reduction. While Herndon Middle School saw a significant decrease in the percentage of students earning an A or B, it should be noted that 17% of the students in Spanish Level 2 and 35% of the students in Spanish for Fluent Speakers Level 2 earned a C.

Middle Schools Offering Level 1 Courses to Grade

7 (2016-17)

Number

of Students

% earning A or B

Herndon (Spanish) 32 94%

Herndon (Spanish For Fluent Speakers)

27 89%

Franklin (Spanish) 122 84%

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Middle Schools Offering Level 2 Courses to Grade

8 (2017-18)

Number

of Students

% earning A or B

Herndon (Spanish) 29 79%

Herndon (Spanish For Fluent Speakers)

23 65%

Franklin (Spanish) 98 91%

104. Further discussion of language in work session

The World Language Internationalization School Board work session is currently scheduled for December 10, 2018.

105. Determine path forward on advocacy with State Board of Ed and any legislative package follow-on on Health and PE

Though we could continue to advocate with VDOE for an Health and Physical Education exemption for athletes, staff feels it would be more expeditious to work within FCPS and the guidelines provided in the 140 clock hour waiver to consider additional models.

106. Implications for making policy adjustments for science and social studies to be retroactive prior to vote at Oct. 11 meeting

It is important to note here that the FCPS Board vote must be followed by the required by VDOE/VBOE approval. Details for the process are in this Supts Memo from January of 2012 and include: ● Additionally locally prescribed graduation requirements may be rescinded, so long as the school

board’s graduation requirements meet or exceed the current graduation requirements prescribed by the Board in 8 VAC 20-131-50 of the SOA.

● The local school board must approve the request. ● A letter of request, which must be signed by the chairman of the school board and the

superintendent, shall be submitted to the Superintendent of Public Instruction. The letter must

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specify which locally prescribed requirements would be amended or discontinued, and must list the graduation requirements that would continue to be in effect.

● The Board would delegate approval of these requests to the Superintendent of Public Instruction. The criterion for approval would be that the graduation requirements remaining in effect would meet or exceed the current graduation requirements prescribed by the Board of Education.

Per guidance from VDOE, it would be possible to allow changes, once approved, to be retroactive for students. In order to implement these changes, staff recommends that there be a message that the expectation is that students would remain in their current classes and schedules for the 2018-19 school year, following their current school process for dropping or switching courses. Additionally, the changes could allow past students to graduate if they were missing one of the two local requirements. Staff would need to establish a process by which previous non-graduates could be graduated.

Staff responsibilities to implement any changes include but are not limited to updating training, communications, websites, forms and Regulations, and recoding of graduation requirements in SIS and Naviance’s course planner, etc.

107. Staff to review costs associated with online PE course and how to make it more affordable

Staff is currently looking at varying models of Online Health and Physical Education that are used across the state to determine if there is an alternative, less expensive model for FCPS to consider and implement. An update on staff progress will be provided in a future Brabrand Briefing.

10/15/18 WS National Study – Best Practices Around School Boundaries

108. Analyze data presented including educational research surrounding the 16 factors impacting boundary decisions and report back to the Board

FTS has requested that the Office of Research and Strategic Improvement compile this information and provide a report to the Board. A summary of this report will be provided in the February 25, 2019, follow up work session

109. Change presentation title from “National Study” to Survey of Prevailing Practices Around School Boundaries

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Response

110. Add totals to all columns in the Boundary Adjustment Matrix

Response

111. Schedule 2 additional work sessions: one where staff will bring existing research to guide Board and set goals for Boundary Policy, then another on addressing factors, including related state code issues

Tentatively scheduled for February 25, 2019 and March 11, 2019 and

112. Bring recommendations to prioritize factors taking into account goals that have been established by the Board

This information will be provided at the February 25, 2019, follow up work session.

113. Ask staff to develop proposal for process and a timeline for any changes to boundary process, including short and long term implications

This information will be provided at the March 11, 2019, follow up work session.

114. Consider consistency of programming across pyramids

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FTS will collaborate with ISD and DSS to ensure that programming decisions are made an equity focus.

115. Consider if we need another type of boundary definition or process that isn’t served by existing definitions

Given our current understanding, FTS believes that the existing definitions are adequate. However, the results of the educational research surrounding the boundary adjustment factors and the discussion around prioritizing factors may reveal gaps in our definitions.

10/15/18 WS FPCSOn Update

116. While we are implementing high school FCPSOn, give periodic reports back to the Board on cell phone use policies and practices

As FCPSOn moves forward at high schools, information about cell phone policies and practices will be provided to the board.

117. Clarify where funding would come from this year and in subsequent years and what might have to be de-funded to support this program

Centrally funding this initiative supports a systems-level approach to mitigate technology expenditures across the division. The FCPSOn model includes state grant funding for the e-learning backpack initiative, repurposing existing resources from school and central office funds, as well as new revenue and fees. The funding model proposed is fiscally responsible and provides more predictably in the funding of technology systemwide.

With Board approval, this central funding model will reduce the need for individual schools to provision funding for student devices. The central purchasing and funding of student devices will ensure every school and student has appropriate, durable devices available to support learning.

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118. Develop and implement a regulation regarding maximum screen time

Because learners across FCPS have a variety of learning styles and needs, a one-size-fits-all limit on screen time is a complex issue that needs considerable thought. There is an FCPS project team currently considering best practice guidelines for schools on the balanced use of technology in our schools. Additional information will be shared with the board as this research progresses.

119. Provide regular reports to the Board on costs projected compared to actual

As FCPSOn moves forward at high schools, information about projected costs compared to actual costs will be given to the board.

120. Share with Board the community outreach efforts and how information about the FCPSOn rollout is communicated to parents

FCPS is taking a multifaceted approach to community outreach for FCPSOn. Community engagement began last spring with meetings in each of the five FCPS regions. This fall and winter, schools will be asked to engage community members to develop understanding of FCPSOn plans for specific high schools. Central communications about FCPSOn will also be provided through an updated FCPSOn webpage and through messages that can be used to promote FCPSOn to the broader FCPSOn community.

121. Schedule a follow-up work session in which the Superintendent will report on how many and which non-pilot ES/MS have the 1:1 Digital Devices and how this impacts FCPS’ commitment to One Fairfax and fidelity to Educational Best Practices used in pilot schools

As was discussed in the October 2018 work session, there are a number of schools that are not officially part of FCPSOn that have moved forward with 1:1 in some form. For most schools that have implemented 1:1, it involves a limited number of classrooms, and, in most situations, computers do not go home with the students. As much support as possible has been given to support schools that have moved forward on their own. For example, all School Based Technology Specialists have received training on blended learning, similar to the training that was provided to teams from the FCPSOn phase 1 schools. Additionally, all of the professional learning resources from the phase 1 schools are available to all schools. Schools not part of phase 1 are able to use

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these resources to implement professional learning. In terms of technology management, the IT Technology Support Specialists assigned to current FCPSOn schools have created best practices in technology deployment and management, based on their experience with 1:1. Those best practices are being shared across the district to help ensure that student devices at all schools are being managed safely and reliably. The following chart summarizes the number of schools that report being 1:1 by region:

Region Number of Schools

Number of FCPSOn Schools

Number of Non-FCPSOn schools reporting 1:1 in all grade levels/subjects

Number of Non-FCPSOn reporting Partial 1:1 in fewer than all grade levels/subjects

Number of Non-FCPSOn schools that allow students to take devices home

Region 1 40 0 1 24 2

Region 2 45 3 0 28 5

Region 3 45 2 1 20 4

Region 4 37 0 1 16 2

Region 5 32 9 2 16 1

Other 14 1 1 0 0

Out of 136 total non-FCPSOn elementary schools, 84 report having some form of 1:1 in classes or grade levels. On average, more than half of the pool of student devices used at those schools are devices that are more than six years old. Of the 24 total non-FCPSOn middle school sites, 14 report having some form of 1:1 in classes or grade levels. On average, 40 percent of the pool of student devices used at those schools are devices that are more than 6 years old. The following chart shows the list of non-FCPSOn schools that report being 1:1 in some capacity as well as whether the students take the devices home:

Region Pyramid School 1:1 Status Take Home Status

Region 1 Langley Colvin Run ES 1:1 in 4-6 Students do not take devices home.

Region 1 Herndon Armstrong ES 1:1 in 4th grade Students do not take devices home.

Region 1 South Lakes Terraset ES 1:1 in 5th grade Students do not take devices home.

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Region 1 Madison Cedar Lane School

1:1 in all classes grades 9-12 Students do not take devices home.

Region 1 Langley Cooper MS 1:1 in all classrooms in social studies and english departments, some (not all) classes in CTE, science, special ed and ESOL

Students do not take devices home.

Region 1 Oakton Waples Mill ES 1:1 in grade 5 Students do not take devices home.

Region 1 Langley Forestville ES 1:1 in grade 6 Students do not take devices home.

Region 1 Oakton Oakton ES 1:1 in grade 6 Students take devices home.

Region 1 Langley Churchill Road ES 1:1 in grades 1-6 Students do not take devices home.

Region 1 Langley Great Falls ES 1:1 in grades 1-6 Students do not take devices home.

Region 1 Madison Vienna ES 1:1 in grades 2-6 Students do not take devices home.

Region 1 Herndon Clearview ES 1:1 in grades 3-6 Students do not take devices home.

Region 1 Herndon Hutchison ES 1:1 in grades 3-6 Students do not take devices home.

Region 1 Langley Spring Hill ES 1:1 in grades 3-6 Students do not take devices home.

Region 1 South Lakes Dogwood ES 1:1 in grades 3-6 Students do not take devices home.

Region 1 Oakton Navy ES 1:1 in grades 3-6 Students take devices home.

Region 1 Herndon Aldrin ES 1:1 in grades 4-6 Students do not take devices home.

Region 1 Madison Cunningham Park ES

1:1 in grades 4-6 Students do not take devices home.

Region 1 Madison Wolftrap ES 1:1 in grades 4-6 Students do not take devices home.

Region 1 Herndon Dranesville ES 1:1 in grades 5-6 Students do not take devices home.

Region 1 Madison Louise Archer ES 1:1 in grades 5-6 Students do not take devices home.

Region 1 Oakton Mosby Woods ES 1:1 in some (not all) grade 4 Students do not take devices home.

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classrooms

Region 1 South Lakes Hughes MS 1:1 in some (not all) science, math, english, special education and esol classes in grades 7-8 All CTE and AVID classrooms are 1:1

Students do not take devices home.

Region 1 Madison Madison HS 1:1 in some CTE, Visual Arts, Social Studies, Science, Math, English and World Language classes grades 9-12

Students do not take devices home.

Region 1 Herndon Herndon HS Some (not all) classes in visual arts, social studies, science, math, english, world languages, special education and ESOL are 1:1 All classes in CTE are 1:1

Students do not take devices home.

Region 2 Falls Church Jackson MS 1:1 in all special education and ESOL classrooms

Students do not take devices home.

Region 2 Annandale Bren Mar Park ES 1:1 in grade 3-5 Students take devices home.

Region 2 McLean Timberlane ES 1:1 in grade 4 Students do not take devices home.

Region 2 Annandale Mason Crest ES 1:1 in grade 5 Students do not take devices home.

Region 2 Justice Belvedere ES 1:1 in grade 5 Students do not take devices home.

Region 2 Falls Church Graham Road ES 1:1 in grade 6 and some (not all) 4th grade classrooms

Students do not take devices home.

Region 2 Falls Church Camelot ES 1:1 in grade 6 Students do not take devices home.

Region 2 Marshall Westbriar ES 1:1 in grade 6 Students do not take devices home.

Region 2 Annandale Holmes MS 1:1 in grade 8 Students take devices home.

Region 2 Annandale Weyanoke ES 1:1 in grades 2-5 Students do not take devices home.

Region 2 Justice Parklawn ES 1:1 in grades 2-5 Students do not take devices home.

Region 2 Justice Sleepy Hollow ES 1:1 in grades 2-6 and some (not all) classrooms in K-1

Students do not take devices home.

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Region 2 Justice Bailey's Upper ES 1:1 in grades 3-5 3-4th graders do not take devices home.

5th graders take devices home.

Region 2 Annandale Braddock ES 1:1 in grades 3-6 and some classrooms (not all) in grades K-2

Students do not take devices home.

Region 2 Falls Church Pine Spring ES 1:1 in grades 3-6 Students do not take devices home.

Region 2 Falls Church Westlawn ES 1:1 in grades 3-6 Students do not take devices home.

Region 2 Marshall Westgate ES 1:1 in grades 3-6 Students do not take devices home.

Region 2 McLean Franklin Sherman ES

1:1 in grades 3-6 Students do not take devices home.

Region 2 McLean Kent Gardens ES 1:1 in grades 3-6 Students do not take devices home.

Region 2 Justice Beech Tree ES 1:1 in grades 4-5 Students do not take devices home.

Region 2 Marshall Freedom Hill ES 1:1 in grades 4-5 Students do not take devices home.

Region 2 McLean Chesterbrook ES 1:1 in grades 5-6 Students do not take devices home.

Region 2 Annandale North Springfield ES

1:1 in some (not all) 6th and 7th grade classrooms

Students do not take devices home.

Region 2 Marshall Marshall HS 1:1 in some classrooms (not all) in academy, visual arts, social studies, math, english, world language, special ed and ESOL All classrooms in CTE

Students do not take devices home.

Region 2 McLean Haycock ES 1:1 in some classrooms (not all) in grades 4-6

Students do not take devices home.

Region 2 McLean Longfellow MS 1:1 in some classrooms (not all) visual arts, social studies, science, math, english, world languages and ESOL in grades 7-8 1:1 in all CTE and special education classrooms

Students do not take devices home.

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Region 2 Justice Glasgow MS 1:1 in some glassrooms in grades 6-8 Some (not all) visual arts, social studies, science, math, english, health and pe, special ed and esol classrooms are 1:1 All students in AVID

Most students do not take devices home. AVID students take devices home.

Region 2 Marshall Kilmer Center 1:1 in Special Education Students take devices home.

Region 3 West Potomac Bryant Alternative HS

1:1 for some (not all) students in grades 9-12

Students take devices home.

Region 3 West Potomac Quander Road School

1:1 in all grades 9-12 Students do not take devices home.

Region 3 West Potomac Groveton ES 1:1 in grade 5-6 and some classrooms in grades K-4 (not all)

Students do not take devices home.

Region 3 Edison Clermont ES 1:1 in grade 6 Students do not take devices home.

Region 3 Hayfield Lorton Station ES 1:1 in grade 6 Students do not take devices home.

Region 3 Lee Lynbrook ES 1:1 in grades 3-6 Students do not take devices home.

Region 3 Lee Saratoga ES 1:1 in grades 3-6 Students do not take devices home.

Region 3 Mount Vernon

Mount Vernon Woods ES

1:1 in grades 3-6 Students do not take devices home.

Region 3 Mount Vernon

Washington Mill ES

1:1 in grades 3-6 Students do not take devices home.

Region 3 Mount Vernon

Woodlawn ES 1:1 in grades 3-6 Students do not take devices home.

Region 3 Hayfield Island Creek ES 1:1 in grades 3-6 Students in grades 3-4 do not take devices home. Students in grades 5-6 take devices home.

Region 3 Mount Vernon

Fort Belvoir Upper ES

1:1 in grades 4-6 Students do not take devices home.

Region 3 West Potomac Bucknell ES 1:1 in grades 4-6 Students in 4th grade do not take devices home Students in grades 5-6 take devices home.

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Region 3 Edison Cameron ES 1:1 in grades 5-6 Students do not take devices home.

Region 3 Edison Rose Hill ES 1:1 in grades 5-6 Students do not take devices home.

Region 3 Edison Edison HS 1:1 in some classes (not all) in every department

Most students do not take devices home. Students in STEM have devices issued to them and take them home.

Region 3 West Potomac West Potomac HS 1:1 in some classes (not all) in grades 10-12

Some 10th graders take devices home. 11-12th graders do not take devices home.

Region 3 West Potomac Hollin Meadows ES

1:1 in some classrooms (not all) in grade 5 and all classrooms in grade 6

Students do not take devices home.

Region 3 West Potomac Hybla Valley ES 1:1 in some classrooms (not all) in grade 5 and all classrooms in grade 6

Students do not take devices home.

Region 3 Lee Key MS 1:1 in some classrooms (not all) in grades 7-8 All classrooms in English, Special Ed and ESOL

Students do not take devices home.

Region 3 Mount Vernon

Whitman MS Some (not all) classes in performing arts, social studies, science, math, english, world language, avid, special education, esol and all CTE classes are 1:1

Students do not take devices home.

Region 4 South County South County MS 1:1 in all core classes for grades 7-8 Students do not take devices home.

Region 4 Robinson Laurel Ridge ES 1:1 in grade 3 Students do not take devices home.

Region 4 West Springfield

Cardinal Forest ES

1:1 in grade 6 Students do not take devices home.

Region 4 Centreville Bull Run ES 1:1 in grade 6 Students take devices home.

Region 4 West Springfield

Keene Mill ES 1:1 in grades 1-6 Students do not take devices home.

Region 4 West Springfield

Rolling Valley ES 1:1 in grades 1-6 Students do not take devices home.

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Region 4 West Springfield

Hunt Valley ES 1:1 in grades 2-6 Students do not take devices home.

Region 4 West Springfield

West Springfield ES

1:1 in grades 4-6 Students do not take devices home.

Region 4 Lake Braddock Ravensworth ES 1:1 in grades 5-6 and some (not all) grades K-4 classrooms

Students do not take devices home.

Region 4 Robinson Fairview ES 1:1 in grades 5-6 Students do not take devices home.

Region 4 South County Laurel Hill ES 1:1 in grades 5-6 Students do not take devices home.

Region 4 Lake Braddock Burke School 1:1 in grades 6-8 Students do not take devices home.

Region 4 West Springfield

Irving MS 1:1 in grades 7-8(Strong BYOD program with devices provided to those who don't bring their own)

Students do not take devices home.

Region 4 Centreville Mountain View Alt. HS

1:1 in grades 9-12 Students do not take devices home.

Region 4 Centreville Union Mill ES 1:1 in some (not all) 3rd and 4th grade classrooms, 1:1 in grades 5-6

Students do not take devices home.

Region 4 Centreville Centreville ES 1:1 in some classrooms in grade 6 Some classrooms in grades 3-5 are 1:1

Students in 6th grade take devices home, some students in 3-5 take devices home.

Region 4 Centreville Powell ES Currently 1:1 in 4th grade Students do not take devices home.

Region 5 Woodson Frost MS 1:1 for some students in grades 7-8, All classes in Social Studies, ESOL and Special Education are 1:1, Some classes (not all) in CTE, Visual Arts, Science, Math, English and World Languages are 1:1

Students do not take devices home.

Region 5 Westfield Floris ES 1:1 in 1st and 6th grade and some (not all) classrooms in K, 2-5

Students do not take devices home.

Region 5 Westfield Virginia Run ES 1:1 in 6th grade Students do not take devices home.

Region 5 Westfield Deer Park ES 1:1 in grade 5 Students do not take devices home.

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Region 5 Woodson Little Run ES 1:1 in grades 1-6 and some (not all) kindergarten classrooms

Students do not take devices home.

Region 5 Fairfax Providence ES 1:1 in grades 3-6 Students do not take devices home.

Region 5 Westfield Coates ES 1:1 in grades 3-6 Students do not take devices home.

Region 5 Woodson Canterbury Woods ES

1:1 in grades 3-6 Students do not take devices home.

Region 5 Fairfax Daniels Run ES 1:1 in grades 5-6 Students do not take devices home.

Region 5 Westfield London Towne ES 1:1 in grades 5-6 Students do not take devices home.

Region 5 Woodson Olde Creek ES 1:1 in grades 5-6 Students do not take devices home.

Region 5 Woodson Fairfax Villa ES 1:1 in grades 5-6 Students take devices home.

Region 5 Westfield Stone MS 1:1 in grades 7-8 Students do not take devices home.

Region 5 Woodson Wakefield Forest ES

1:1 in grades K-6 Students do not take devices home.

Region 5 Westfield Westfield HS 1:1 in some (not all) classrooms in CTE, visual arts, social studies, science, math, english, world languages, special ed and ESOL

Students do not take devices home.

Region 5 Woodson Mantua ES 1:1 in grades 5-6. Students do not take devices home.

Other Alternative Learning

Interagency Schools

1:1 in some classes in grades 9-12 Students do not take devices home.

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122. What were challenges at the middle school and elementary school level in Chantilly pyramid?

Johns Hopkins University has conducted two annual evaluation reports of FCPSOn. The evaluation from both years report teachers are making progress in implementing FCPSOn. Implementation of a major initiative like FCPSOn is a multi-year effort. Conclusions from year 1 point to the need for continued professional development to support implementation of blended learning and greater community engagement. As the plan for implementation at high schools has been developed and refined, these program evaluation findings are being taken into account. For example, high school teachers are beginning professional development a year before students get devices, which was not the approach used with phase 1. Additionally, the community engagement plan for the next phase of implementation is more robust and was built on lessons learned from the pilot. Complete copies of the year 1 and year 2 evaluations are available on board docs.

123. Inform Board of results once device classroom management tool is put into place and outcome of the implementation

This information will be provided to the board.

124. As we look at SR&R next year, include social network guidelines and blocking recommendations

The current SR&R includes the following information about appropriate use of social media. ● Page 18, in the front of the book, informs parents of the division's expectations for

students when using social media to interact with FCPS. ● Page 6 in Appendix D states the following, "FCPS expects students to be responsible

members of society and to display good citizenship at all times when using social media. In such activities, students are to respect the rights of others and to refrain from the use of profanity and hurtful messaging. Depending upon the specific circumstances, failing to adhere to these standards can lead to consequences under the SR&R. In addition, FCPS has specific rules regarding student use of FCPS electronic devices and the FCPS

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network, which include the SR&R and the Acceptable Use Policy found in Appendix A in Student Rights and Responsibilities: A Guide for Families.

Information can also be found in this year's SR&R video.

As far as blocking social media sites, not all social media sites are available to all students. Social media sites that have non-existent or ineffective user controls to prevent children from accessing inappropriate materials such as Pinterest, Tumblr, and Snapchat are blocked at all levels. Social media sites such as Twitter are available in high schools and middle schools as these are resources for current events and are also official communication tools for FCPS.

125. Direct Supt to incorporate into proposed budget in January funding needed for implementation in HS for next year

The FCPSOn high school implementation costs and revenues will be included in the FY 2019-2020 Superintendent’s Advertised Budget.

126. Provide infrastructure savings this program will provide

At a high level, there are a number of areas where FCPS could see savings as a result of FCPSOn moving forward at high school. As many schools have already begun making these shifts over time, it may be difficult to identify the specific dollar amount of the cost savings. Potential areas for savings include:

● Currently, the equipping standards for high schools call for computer labs or mobile carts that are dedicated to specific content areas such as libraries, world language, science, and mathematics. Moving forward, these fixed computer labs will not need to be purchased for content areas that do not need high-end desktop computing power. Often these desktop lab computers can cost twice as much as a 1:1 student laptop computer.

● As the need for dedicated general education computer labs decreases, more classroom space may be available in schools.

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● The student 1:1 laptops will reduce the need to provide individual laptops for students who need accommodations from assistive technology, recognizing that some students will still need additional functionality than is offered by the student laptop.

● If the FCPSOn device budget continues to be maintained centrally, this reduces the pressure on schools to purchase computers out of their local funding to supplement their aging inventory. While it may not result in a net savings to FCPS or to the school, it does allow a school to focus its allocations on instructional programs without worrying about aging technologies.

● Schools may be able to reduce the amount they spend on graphing calculators as the state moves to the use of Desmos (computer-based graphing calculators) on state testing and for math classes. Note, however, that the PSAT, ACT and SAT exams still require a handheld graphing calculator.

10/15/18 WS BA Lanes

127. Add Data Points with Normal Distribution Curves to Bar Charts

The bar chart below provides the frequency distribution of teachers on each step of the BA salary lane with a comparison to a normal distribution curve. The dark blue bars represent the steps 1 through 10 which will remain on the redesigned teacher scale under the BA lane work group’s recommendation. The light gray bars cover steps 11-19 which the work group recommended to be able to access the grandfathered steps (step 20 and higher). The yellow bars represent steps 20 through 23 from the FY17 grandfathered bachelor’s lane salary scale.

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128. Provide costs of 1% MSA for grandfathered scale

Assuming a 1% MSA for steps 11-19 as well as a 1% MSA applied to grandfather steps (for BA and BA +15 steps 20-23 and for BA 30 steps 20-29), the total cost would be $97.5 million, which is an additional $57.5 million.

129. Provide update to Board following communications meeting on how best to communicate this information to employees

An initial message about the new recommendation for BA Lanes salaries was included in the first Employee News message sent to employees following the October 15, 2018 work session. Once the recommendation is captured in the FY20 Proposed Budget, additional messaging about the BA Lane salary recommendation will be included in future budget messaging. Teachers will also receive a salary notification from the Department of Human Resources for FY20.

220

269

288

237

177

148 141

209

7182

68 6859 64 65

7666

52 5139 45

30

185

0

50

100

150

200

250

300

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Teac

her C

ount

Salary Scale Step

BA Lane Teacher Distribution by Step

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130. Provide cost to hold harmless those at the upper end of the scale

Providing an MSA for employees at the top of the scale is the best way to hold employees harmless. As discussed above, that adds an additional $57.5 million to the cost.

131. Show annual budget of what is added to the base projections over time

Cost Budget Change

FY19 $ 4.0 FY20 $ 4.7 $ 0.8 FY21 $ 4.7 $ (0.0)FY22 $ 4.5 $ (0.2)FY23 $ 4.3 $ (0.2)FY24 $ 3.8 $ (0.5)FY25 $ 3.5 $ (0.3)FY26 $ 2.9 $ (0.6)FY27 $ 2.4 $ (0.6)FY28 $ 1.8 $ (0.5)FY29 $ 1.3 $ (0.5)FY30 $ 0.9 $ (0.4)FY31 $ 0.5 $ (0.3)FY32 $ 0.2 $ (0.3)FY33 $ 0.1 $ (0.1)FY34 $ 0.1 $ (0.1)FY35 under 0.1 under 0.1 FY36 under 0.1 under 0.1 FY37 under 0.1 under 0.1 Total $ 40.0 $ (4.0)

($ in millions)

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10/15/18 WS Substitute Pay

132. Impact of changing bachelor’s rates to within the 95% and 105% of the market scale

The estimated cost of bringing bachelor’s rates to within 95% to 105% of the market is: • 95%: $0.3 million (this includes the savings of reducing the long-term rate) • 100%: $1.2 million • 105%: $1.9 million

133. Provide additional options to menu of options beyond retiree pay

134. Provide analysis on the use of options Karen Garza put in place when teacher pay had to be frozen (e.g. increased personal days)

The increase of personal leave days was the only option that was put in place to improve teacher morale during the pay freeze. This policy was additionally intended to mitigate the impact of full-day Mondays and later start times.

Short Term Long TermBachelors

DegreeBachelors

DegreeFCPS FY19 Rates $100.59 $142.38

95% of market $106.41 $141.81100% of market $112.01 $149.28105% of market $117.61 $156.74

Bachelors Degree

Bachelors Degree

95% of market $5.82 ($0.57)100% of market $11.42 $6.90105% of market $17.02 $14.36

Daily Pay Rates from 95% to 105% of Market

Market Position

Change in Rates to Move to 95% to 105% of Market

Market Position

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135. Provide exact number of personal days teachers are allotted in each of the WABE districts?

Personal Leave (10 month) Amount Carryover Carryover Days

Loudoun County 3 No n/a Fairfax County* 5 No n/a Arlington 3 Yes 3 Alexandria 4 Yes 4 Prince William County 3 No n/a Average 3.6 * No personal - 5 of 11 sick for any use.

136. Include principals and RAS in communication plan for the culture change in slide 15 so they can be part of solution.

Any communication plan to help change the culture of leave will include input and effort from principals and RAS.

137. Eliminate option for $2 per hour on Friday rate

The $2 per hour on Friday rate is not a recommendation in the 12/10/18 presentation.

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138. Provide follow-up work session

Tentatively scheduled for January 14, 2019

11/5/18 WS Project Momentum

139. Evaluate if structure of regions is balanced in terms of need

Response: This topic will be reviewed by Dr. Brabrand and Dr. Ivey, a much larger discussion on this will be shared by Dr. Brabrand with the Board.

140. Include definitions and descriptive summaries on slides 20, 21, 23 and 26

Response:

Slide 20: Project Momentum Mission: This mission was developed at the beginning of the 2017-18 school year by the Office of School Support staff. It was revisited at the beginning of the 2018-19 school year when the office expanded to support all Regions. At that time, the Office of School Support staff determined that the mission is still in alignment with the changes to the office and the OSS vision that every student in FCPS will have access to a high quality and equitable education in every classroom in every school. Slide 21: Collaborative teams: Groups of teachers who work together to improve student learning. https://www.marzanoresearch.com/collaborative-teams-transform-schools-pd Instructional cycle: The teaching and learning cycle describes the process by which teachers make professional instructional decisions and then act on those decisions. The goal of any teaching is to produce new learning, which in turn provides a new assessment sample for the teacher to evaluate. Multi-tiered System of Supports (MTSS), Tier 1 Instruction: MTSS is designed to address outcomes to ensure all students learn at high levels. If the ultimate goal of a learning-focused school is to ensure that every student ends each year having acquired the

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essential skills, knowledge, and behaviors required for success at the next grade-level, then all students must have access to grade level essential curriculum as part of their core instruction. At the end of a unit of study, some students will need additional time and supports to meet grade level curriculum. Also, some students will enter each school year lacking essential foundational skills that should have been mastered in prior years - skills such as foundational reading, writing, number sense, and English language. These students will require intensive interventions in these areas to succeed. FCPS uses a multi-tiered system of support (MTSS). All students participate in Tier 1. Additionally, some students may require Tier 2 and/or Tier 3 interventions immediately, in addition to Tier 1 core instruction. Other students my require Tier 2 or Tier 3 interventions throughout the school year.

Tier 1 – Tier 1 provides all students access to essential grade-level curriculum and effective initial teaching in their core classroom. When the core is taught well, most students should succeed most of the time without the need for additional help. A system of Tier 2 and Tier 3 interventions must be built on a highly effective Tier 1 core instructional program, as interventions cannot make up for a toxic school culture, low student expectations, and/or poor initial instruction. Some students may not master the essential curriculum by the end of the unit so the school must dedicate time to provide these students additional support to master this essential grade-level curriculum without missing critical new core instruction. At Tier 1, all students begin by receiving core instruction and approximately 80 to 90% of the school population will respond positively. Tier 2 – Tier 2 is supplemental help to master grade level curriculum. Because this support is focused on very specific essential standards and learning targets, placement into Tier 2 interventions must be timely, targeted, flexible, and fluid and happen outside of core instructional time. At Tier 2, some students who did not gain the skills during core instruction will require targeted group interventions. Approximately, 10 to 15% of the school population will require this level of support. Tier 3 – Tier 3 interventions are for students who need intensive remediation in foundational skills. Students can only develop these skills over time, so schools must provide intensive interventions for targeted students as part of their instructional day and it must be facilitated by highly trained staff in the student’s targeted area(s) of need. At Tier 3, those few students who have significant gaps will receive intensive, personalized intervention. Typically, this occurs for approximately 1 to 5% of the school population. Slide 23: VDOE Comprehensive Support and Improvement Status: These are the lowest 5% of Title I schools based on ALL students group. They are identified every three years beginning with the 2018-2019 school year. Schools are eligible to exit after two years. Any high school with an FGI (Federal Graduation Index) below 67% will be identified and eligible to exit after one year. Targeted Support and Improvement Status: These Title I and non-Title I schools will be identified annually beginning with the 2019-2020 school year. School identification will be based on student group (subgroup) performance. Schools are eligible to exit after one year. Gap Groups: Proficiency Gap Group 1 – Students with disabilities, English language learners and economically disadvantaged students, regardless of race and ethnicity Proficiency Gap Group 2 – African-American students, not of Hispanic origin, including those also counted in Proficiency Gap Group 1 Proficiency Gap Group 3 – Hispanic students, of one or more races, including those also counted in Proficiency Annual Measurable Objective (AMO): A goal that is set by the state each year to define a minimum percentage of students who must meet or exceed standards on its academic assessments. Virginia has established annual measurable objectives (AMOs) for reducing proficiency gaps

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between low performing and high-performing schools. These objectives in reading and mathematics replace the Adequate Yearly Progress (AYP) targets schools were previously required to meet. VDOE Focus/Priority Status: Priority schools – identified based on overall student performance in reading and mathematics, including graduation rates in the case of high schools. Five percent of Virginia’s Title I schools (36) are identified as priority schools. Focus schools – identified based on the reading and mathematics performance of students in three “proficiency gap groups” comprising students who historically have had difficulty meeting the state’s achievement standards. Ten percent of Virginia’s Title I schools (72) are identified as focus schools. State Accreditation Status: English 75%, Science 70%, Social Studies 70%, Math 70% Slide 26: Instructional coaches support teachers with planning lessons, provide job-embedded PD, model lessons, and provide non-evaluative feedback to teachers. Instructional coaches work to improve instruction in the building by focusing their work with teachers. Specialized professional development may include learning around literacy, math, and science content and pedagogy, learning targets, support for English learners and special education populations, co-teaching models, and leadership. Extended contracts provide 10 extra days on contract to selected teachers (decided by the principal). This increases the teacher contract from 193 days to 203 days. These days are used to develop a School Improvement and Innovation Plan as well as work to develop a professional development plan for the school year. Additional Collaborative Time at the elementary level allows collaborative teams to meet twice per week (one time for language arts and one time for math) rather than only once. Differentiated Support from Human Resources ensures that destaffed teachers are not place in Project Momentum schools unless chosen by the school.

141. Advocate for Handle with Care program at State level and greater description of Step-Up for Children Initiative when discussing legislative package

Response: Teresa Johnson discussed Handle with Care with Michael Molloy and this was followed up on in the Legislative Work Session and during the November 19 School Board meeting. Step Up for Kids is a local Fairfax County awareness program for Domestic Violence reporting.

142. Provide more specifics on how growth is measured

Response: Under the revised Standards of Accreditation (SOAs), growth, or improvement, is measured in two primary ways:

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1. At the student level, based on an individual student’s progress from one year to the next on specific assessments (SOL, VAAP, WIDA ACCESS for ELLs)

2. At the school level, based on the school’s performance rate improvement from one year to the next in a specific indicator or reporting group

In both cases, the growth, or improvement, measurement is only applied when the student’s or school’s outright performance is below the state benchmark (i.e., when the student performs below Pass/Advanced on the SOL or VAAP assessment; when the school performs below a Level 1 on the school quality indicator performance matrix).

The methodology for calculating these two types of growth differ significantly. Detailed explanations of the calculation approach for each can be found on the FCPS intranet as follows: Student-level growth calculations: http://fcpsnet.fcps.edu/pla/ost/command_center/documents/SOAProgressTablesCombinedRateCalcs.pdf School-level improvement calculations: http://fcpsnet.fcps.edu/pla/ost/command_center/soa/documents/SOACalculatingR10andI2.pdf

143. On page 35 provide context for statistics and include demographics

Demographic Data for 2017-2018 Project Momentum Intensive Schools Annandale Terrace Elementary School Asian 17% Black 15% Hispanic/Latino 56% White 10% Other 1% FRM 82% Special Ed 16% ELL 63%

Cameron Elementary School Asian 17% Black 12% Hispanic/Latino 44% White 21%

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Other 6% FRM 68% Special Ed 13% ELL 51%

Glasgow Middle School Asian 14% Black 11% Hispanic/Latino 49% White 25% Other 2% FRM 65% Special Ed 16% ELL 29%

Graham Road Elementary School

Asian 4% Black 11% Hispanic/Latino 76% White 7% Other 1% FRM 86% Special Ed 14% ELL 58%

Herndon Elementary School

Asian 10% Black 9% Hispanic/Latino 56% White 23% Other 3% FRM 64% Special Ed 12% ELL 51%

Mount Vernon Woods Elementary School

Asian 6% Black 29%

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Hispanic/Latino 60% White 4% Other 1% FRM 85% Special Ed 13% ELL 50%

Poe Middle School

Asian 17% Black 11% Hispanic/Latino 60% White 8% Other 3% FRM 76% Special Ed 19% ELL 32%

Saratoga Elementary School

Asian 16% Black 20% Hispanic/Latino 26% White 29% Other 9% FRM 44% Special Ed 19% ELL 26%

Whitman Middle School

Asian 5% Black 26% Hispanic/Latino 45% White 19% Other 5% FRM 59% Special Ed 17% ELL 22%

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144. Provide information to show how best practices in PM schools are being shared with all schools (academic, cultural, special education)

Response: With the expansion of creating Region teams, we are able to take what we have learned with Intensive and Targeted schools and use this knowledge to share strategies with schools throughout the Division. Specifically, language arts, mathematics, and science professional development opportunities that were once only available to teachers in Intensive and Targeted schools are now being made available to teachers in more schools across the Division. Additionally, teacher leadership professional development is being made available to a wider audience at the request of each Region. Further, lessons learned from the work of Project Momentum led directly to the development of the Five Key Drivers which has been shared throughout the Division. Best practices are shared through professional development and work sessions led by OSS Staff. The information and learning is disseminated by meeting with school pyramids and Regions to ensure all school are benefitting from lessons learned and best practices.

11/5/18 WS/CIP NEXT STEPS:

145. Provide a range for the number of new units expected across the County and specifics for each individual area discussed as part of this presentation

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Area Name Residential Use

Existing Use Adopted Plan Use Proposed Plan Use

NVCT and State Police - 243 SFA 0-284 SFD

Lincolnia Community Business Center

- - 1,500 MF

McLean Community Business Center

63 Single Family Detached (SFD), 518 Single Family Attached (SFA), 698 Multi-Family

(MF)

743 SFA, 1,171-1,221 MF TBD

Innovation Center - 1,223 Dwelling Units -

Merrifield (INOVA and Fairview Park)

- - 1,960 MF

146. Michael Molloy to inform Board at legislative meeting of anything in County legislative package regarding land use and/or proffers

As a supplement to the legislative meeting, the actual language from the County’s Draft Legislative Program regarding proffers is:

Land Use Proffers

Local authority to accept cash and in-kind proffers from developers must be restored without restrictions. Such proffers assist with providing necessary capital facilities and

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infrastructure to serve new development and maintain local community standards, in order to keep and improve quality of life and encourage and spur economic development.

The 2016 GA enacted legislation sharply limiting local proffer authority, reducing the County’s ability to work with developers and local communities to ensure that new development or redevelopment mitigates its impacts and addresses community concerns about such impacts. Though the legislation was primarily intended to narrow localities’ proffer authority, it also restricts developers’ options to proffer an array of items to satisfy community concerns about a particular development. This new law prohibits localities from accepting proffers that fall outside the bounds of these new requirements, even if developers offer them voluntarily. Another challenge created by this new law is that it hinders a locality’s ability to work cooperatively with a developer because the law includes enhanced damages for a developer if a locality “suggests” a proffer that could not be accepted, running counter to the collaborative environment that has been created in the County over many years. Though certain areas of Fairfax County were exempted from such requirements, challenges in navigating these new restrictions have arisen, as evidenced by the substantial decline in residential applications in non-exempt areas since the bill went into effect. The 2017 and 2018 GAs considered bills that would have changed aspects of the new law, but all such efforts were rejected; however, a meeting of the Senate Local Government Committee in the spring of 2018 highlighted the concerns localities have raised about this law, with indications that changes may be considered by the 2019 GA. The County continues to support full restoration of its proffer authority; no further restrictions on local land use authority should be considered, and any proposal for replacing proffer commitments with development impact fees must be at the option of each locality. (Updates and reaffirms previous position.)

147. Provide regular updates to School Board from County’s Affordable Housing Task Force meetings (and committees addressing development in particular areas, etc.)

School Board members indicated in the meeting that these updates would be provided.

148. What can School Board do to direct supt. to work with county to get proffer formula that is more accurate, along with capacity projection formula FCPS uses?

Staff and School Board liaisons for the Planning Commission’s School’s Subcommittee have been discussing the inequity of the current formula as part of their work. Additionally, staff is in the process of updating the student yield ratio’s provided the County and will provide a recommended adjusted formula.

It may be prudent for the Memorandum of Understanding between the School Board and the Board of Supervisors to be revised to reflect a more accurate impact metric.

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11/12/18 WS Fairfax County School Board State and Federal Legislative Program 149. Move last two priorities to top of page in State priorities

Completed as part of Legislative Program adoption

150. Revise FCSB 2019 Priorities with more specific, descriptive language

Completed as part of Legislative Program adoption

151. Add links to more detailed information to prioritized list

Completed - More detailed information has been added to priorities. For ease of use, this information was embedded in the document itself as opposed to web links.

152. Consolidate requests by topic under headings (e.g Financial, Local Control, etc.)

Completed as part of Legislative Program adoption

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153. Add request from safety/security assessment to bullet regarding support staff in state priorities

Completed as part of Legislative Program adoption

154. Michael and Ryan to work on “call to action” mechanism for FCSB priority legislation and include board in emailed legislative briefings

This change will be implemented for the next General Assembly Session, which opens on January 8, 2019.

155. Include request to include flexibility in classrooms offering dual enrollment in state priorities.

Completed as part of Legislative Program adoption

156. Add bullet from last legislative package regarding state funding for per pupil allocation for elementary and secondary education to add pre-k

Completed as part of Legislative Program adoption

157. Break federal priorities into bullets as on state page and add dollar values where applicable

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Completed as part of Legislative Program adoption

158. Add “and organizations” after “PTAs” in Directory Information Opt Out bullet in proposed amendments

N/A as underlying amendment language was not included in final program document

159. Provide visual fact sheet to illustrate impact of requests

Pending, will be completed as data becomes available

11/12/18 WS Strategic Plan Enhancement

160. Integrate data on Project Momentum in closing the achievement gap framework

The Closing the Achievement Gap framework is in the process of being revised and will include the work of Project Momentum.

161. Page 10, include information on overlap in categories and how targets were established

Targets were set by calculating the distance between the 3-year baseline and the aspiration then by dividing the distance into three 2-year increments of growth -- 6-year timeframe was chosen because of the tiered approach to prioritizing the Desired Outcomes adopted by the School Board; this value was then added (if the metric should increase) or subtracted (if the metric should decrease) to the baseline. Adjustments to the targets were made when trends in baseline data showed little movement on a given metric, but still reflect the minimal Virginia accreditation standards. The following tables show the overlap in categories for school years 2014-15, 2015-16, and 2016-17 (the school years represented in the metric baselines). Counts reflect the number of students in the category summed for the three years. Percentages reflect the ratio of the numerator and denominator.

EL by Ethnicity 2014-2017

Count Percentage

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Total EL by Subgroup

(Numerator)

Total EL (Denominator

Within EL)

Total Population by Subgroup

(Denominator within Ethnicity)

Within

EL Within

Ethnicity

White 11261 103354 223093 11 5

Black 8038 103354 57335 8 14

Hispanic 63262 103354 140914 61 45

Asian 19290 103354 109612 19 18

Free/Reduced Price Meals by Ethnicity 2014-2017

Count Percentage

Total FRM by Subgroup

(Numerator)

Total FRM (Denominator Within FRM)

Total Population by Subgroup

(Denominator within Ethnicity) Within FRM

Within Ethnicity

White 18122 168303 223093 11 8

Black 28148 168303 57335 17 49

Hispanic 94001 168303 140914 56 67

Asian 24208 168303 109612 14 22

EL and Free/Reduced Price Meals by Ethnicity 2014-2017

Count Percentage

Total EL and FRM by

Subgroup (Numerator)

Total EL and FRM

(Denominator Within EL and

FRM)

Total Population by Subgroup

(Denominator within Ethnicity)

Within EL and FRM

Within Ethnicity

White 5089 72973 223093 7 2

Black 6006 72973 57335 8 10

Hispanic 53046 72973 140914 73 38

Asian 8326 72973 109612 11 8

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162. Page 9, include numbers of students with FCPS provided access in addition to percentages– by Monday

Addressed in Strategic Plan refinements provided 11/19

163. Revise aspirational goals on page 2 remove last bullet, move proficiency of ELL to a sub goal - by Monday

Addressed in Strategic Plan refinements provided 11/19

164. Revise language on page 3, Aspirational Statement to replace “passing grade” with “demonstrate proficiency”– by Monday

Addressed in Strategic Plan refinements provided 11/19

165. Add performance rates when including measures of participation on page 2 - by Monday

New metrics added in Strategic Plan refinements provided 11/19, additional data will be provided as available

166. Need performance target for reading on grade level for elementary level

New metric added in Strategic Plan refinements provided 11/19, additional data will be provided as available

167. Link to public data on student achievement where possible

Upcoming revisions to the Strategic Plan website will include links to public data related to student performance (e.g., Equity Scorecard).

168. Cross-reference information on page 10 with the Equity Profile

Data provided in the Equity Profile will align to the metrics and data in the Strategic Plan, whenever possible.

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169. Provide data to show more aggressive targets in the near and medium term in AAP program including access and success - by Monday

Addressed in Strategic Plan refinements provided 11/19

170. Need more aggressive targets for getting rid of trailers and increasing diversity of workforce so it is representative of population of County

This information will be included in the Strategic Plan refinements to be presented to the School Board.

171. What has been role of stakeholders and timeline in deciding the targets and measures we would use - by Monday

The Office of Research and Strategic Improvement conducted six focus group sessions with stakeholders in June and early July 2018. Representatives of the following associations were invited to participate. All but one organization participated.

Category Organization Name Principal Associations Fairfax Association of Elementary School Principals

Middle School Principals Association High School Principals Association

Teacher Associations Fairfax Educators Association Fairfax County Federation of Teachers Association of Fairfax Professional Educators

Associations for Other Job Positions Fairfax Association of School Social Workers Fairfax County Directors of Student Activities Association High School Directors of Student Services Association Middle School Directors of Student Services Association

Associations/Committees for Specific Concerns

Asian Educators Association Fairfax Alliance of Black School Educators Hispanic Educators Association FCPS Pride: Lesbian, Gay, Bisexual, Transgender and Allied Employees of FCPS Minority Student Achievement Oversight Committee

Parent Association County Council of PTAs

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After Leadership Conference in August 2018, representatives from the principal associations have been involved in further refinements to the Strategic Plan. Principal association representatives provided input regarding aspirational statements and metrics as well as participated in conversations regarding the methods for setting targets and the appropriate level of the challenge and attainability of targets.

172. Present data from youth survey as more narrow focus, needs to be broken out further

The Fairfax County Youth Survey is one of several instruments used to collect data for proposed Caring Culture metrics. These surveys gather some self-reported demographic information from respondents; however the demographic items vary by instrument. The Fairfax County Youth Survey data are disaggregated below based on self-reported race/ethnicity from respondents. The 3-year average percentages of students presented below reflect school years 2014-15, 2015-16, and 2016-17, to match the school years used in calculating baselines for proposed metrics).

Percent of students who report… Asian Black White Hispanic three or more assets 87% 82% 91% 74% healthy social-emotional skills 61% 70% 64% 66% healthy nutrition behaviors 41% 26% 44% 31% healthy amounts of exercise 44% 44% 60% 41% healthy amounts of sleep 24% 27% 30% 28% being drug- and alcohol-free 87% 80% 74% 75%

173. Provide demographic information showing the top 15 feeder universities FCPS teachers come from and the list of universities we work with for student teachers

FCPS recruits teacher candidates from colleges and universities here in Virginia and from across the United States. Using a five-year look back average, 15 colleges and universities were identified as top feeder programs supplying FCPS with the greatest number of novice teachers. Twelve of the top 15 feeders are Virginia colleges and universities. The most current available race/ethnicity data for students enrolled in traditional teacher preparation program at the identified feeder institutions is outlined in the table below. (Data source: US Department of Education Title II Act website)

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Currently, FCPS has 28 student teaching memorandum of understanding (MOUs) with colleges and universities. An additional 8 MOUs are pending with potential new college/university partners.

Ranking (most to

least)College/University

American Indian or

Alaska Native

AsianBlack or African

American

Native Hawaiian or

Other Paciific Islander

WhiteTwo or More Races

Declined to Report Race

1 George Mason University 4 88 42 2 801 29 692 James Madison University 3 25 17 1 873 23 83 Marymount University 0 8 2 0 70 6 04 Pennsylvania State University 1 17 9 0 690 10 405 University of Virginia 0 37 15 0 205 0 116 The George Washington University 2 6 32 0 58 6 67 Virginia Polytechnic Institute and State University 0 0 0 0 2 0 08 Radford University 0 0 1 0 46 0 09 Virginia Commonwealth University 1 25 60 2 424 36 0

10 EducateVA, Virginia Community College System11 Liberty University 7 30 328 3 1360 55 99312 Old Dominion University 3 13 67 0 422 17 913 University of Maryland 2 43 13 1 166 5 014 College of William and Mary 1 4 1 0 63 3 315 Christopher Newport University 1 0 4 0 63 3 415 University of Mary Washington 0 10 12 0 306 22 10

Data Source: US Department of Education Title II Act website (https://title2.ed.gov/Public/Home.aspx)

College and University Teacher Preparations Program Enrollment by Race/Ethnicity-Traditional Programs (Total Program Enrollment for 2015-2016*)

100

Hispanic/Latino of Any Race

754310248800

28

*Program Enrollment - The count of individuals enrolled includes all individuals that have been admitted to a teacher preparation program, but have not yet completed the program in the academic year being reported.

242590

12

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174. Participation rate of AAP students and rates for all students– by Monday

Addressed in Strategic Plan refinements provided 11/19

University Name MOU Term DateAmerican Public University System 6/30/2023American University 6/30/2020Bloomsburg University 7/31/2023Catholic University 9/30/2020Drexel University 12/31/2022Florida State University 10/31/2020George Mason University 6/30/2021George Washington University 6/30/2021Grand Canyon University 6/30/2020James Madison University 6/30/2020Johns Hopkins University 6/30/2020Liberty University 6/30/2020Longwood University 11/30/2020Maryland, University of (College Park) 8/31/2020Marymount University 6/30/2021Old Dominion University 6/30/2021Phoenix, University of 6/30/2020Shenandoah University 6/30/2019South Carolina, University of 6/30/2021Southwestern College 6/30/2019St. Augustine for Health Sciences, University of 7/9/2019Trinity Washington University 6/30/2023University of Virginia, for the University of Virginia's College at Wise 6/30/2022VA Polytechnic Institute and State Univ 8/30/2020Virginia State University 12/31/2023Walden University 6/30/2019Western Governor's University 6/30/2021Wisconsin-Milwaukee, School of Information Studies, University of 6/30/2022

Pending MOUs (in conversation)Howard University - reinstateIndiana University of PennsylvaniaShephard UniversityShippensburg UniversityTeach - NOW (Washington D.C.)University of KansasUniversity of Southern CaliforniaWake Forest University

Current MOUs

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175. Considering revising capstone projects metrics to include which grades do capstone projects, which schools piloted capstone projects and what grades were involved

Revised capstone project metric in Strategic Plan refinements provided 11/19

176. Include measurable metrics with respect to demonstrating proficiency, especially in hiring and under Caring Culture

Additional process metrics (such as the percentage of staff demonstrating cultural responsiveness skills) will be included in the action plans created by departments. Action plans detail the work the Division is undertaking to achieve its aspirational goals. Information on action plans, including process metrics, will be included in goal reports to the School Board.

11/12/18 WS Supporting Fairfax County Public Schools Discipline Related Needs

177. Track discipline data by month and by level

These data will be provided as part of the Office of Research and Strategic Improvement’s (ORSI) Phase III reporting for the Student Behavior and Discipline study in June 2019.

178. Include percentages and raw numbers and totals in appendices

A revised version of the Student Behavior and Discipline Study appendixes with updated figures D-2 and D-6 has been posted in the ORSI BoardDocs library at:

https://www.boarddocs.com/vsba/fairfax/Board.nsf/files/B74UWC6D54F4/$file/SBD%20Phase%20I%20-%20Cover_v8%20Report_v22%20App_v24.pdf

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179. Staff to examine Arlington, VA and Montgomery County, MD school districts’ approaches to alcohol and drug offenses and bring potential recommendations as part of report on SR&R changes

DSS will schedule time to conference with Arlington and Montgomery County to review their approaches to alcohol and drug offenses prior to SR&R 2019-20 review.

180. Provide follow-up report on student outcomes based on Board and Hearings Office decisions for previous year

These data will be provided as part of the Office of Research and Strategic Improvement’s Phase III reporting for the Student Behavior and Discipline study in June 2019.

181. Review entire recommendations of ACLU Fairfax and send back to Board recommendations and include why we can or cannot implement their recommendations in early April

DSS will review the recommendations during the yearly SR&R review and update of the regulation during second semester.

182. Need more depth info in Appendix G that relates to best practices in June

A thorough literature review of best practices to reduce discipline incidents and disproportionality will be provided as part of the Office of Research and Strategic Improvement’s Phase III reporting for the Student Behavior and Discipline study in June 2019. The review will support understanding of practices research has determined to be most effective for equitable discipline outcomes.

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183. Provide raw number and percentage of annual hearings office cases in comparison to other WABE schools

WABE does not currently contain information on discipline. This information was not publicly available on state or local education agency websites.

184. Provide raw number and percentage of students who are removed from their schools and assigned to alternate placement

ORSI (then called the Office of Program Evaluation) completed an analysis of student discipline in April 2015, which presented data on student’s post-hearing placements for SY 2011-12 and SY 2012-13. In SY 2011-12, 250 of 376 students (66%) were assigned to another regular school or alternative setting. In SY 2012-13, 310 of 420 students (74%) were assigned to an alternate placement. Updated data on students’ post-hearing placements will be provided as part of the Office of Research and Strategic Improvement’s Phase III reporting for the Student Behavior and Discipline study in June 2019.

185. Add Restorative Justice Training for existing and new Hearings Office staff and school based administrators, including new hourly staff, in consultation with JDRDC

DSS will collaborate with the Hearings Office to evaluate which new staff require RJ training. In addition, a meeting has been scheduled between DSS staff and JDRDC staff in December 2018.

186. Add links to relevant documents to SR&R

DSS will add relevant links when updating the SR&R Spring 2019.

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187. Include in proposed budget money for tiered systems of support

DSS will collaborate with ISD and OSS to determine what additional funding is required to effectively implement Multi-Tiered Systems of Support in FCPS.

188. Provide legal definition of disorderly conduct, and provide data from last 3 years of how many FCPS students were charged for disorderly conduct in final report, if available

This information and data has been requested from Juvenile and Domestic Relations District Court (JDRDC) intake and will be provided with the Office of Research and Strategic Improvement’s Phase III reporting for the Student Behavior and Discipline study in June 2019.

189. Look at current programs, interventions, etc. to try to reduce discipline cases in schools and if they have been effective

These data will be provided as part of the Office of Research and Strategic Improvement’s Phase III reporting for the Student Behavior and Discipline study in June 2019.

190. What professional development has been conducted with respect to Restorative Justice

Over the last five years each middle and high school has sent at least one administrator to receive an orientation to RJ so they will know how the process works, when it might be an effective response to a disciplinary concern and how to request a trained facilitator. In 2018-2019 this training is mandatory for ALL school administrators who have not taken the course in the last three years. The elementary section focuses more closely on use of restorative practices in the classroom, as well as providing information about how to request a trained facilitator when needed for disciplinary response.

In addition, cohorts of school-based staff have been trained to conduct RJ conferences for prevention and for disciplinary response. Due to movement of staff (promotion, relocation), it has been difficult to reach the initial goal of having at least two certified facilitators at each middle and HS. However, those who are trained and active help reduce the caseload for the regional RJ facilitators.

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191. Compare what court offers with what we offer and how to complement our efforts with court services

We have worked closely with police and JDRDC to establish protocols for diversion to Restorative Justice conferences as an alternative to filing a complaint with intake, regardless of whether the first-time juvenile offense is committed at school or in the community. We have also worked with JDRDC through the School Court Probation program, which provides stipends to school employees to create connection and relationships with youth on probation or those who show warning flags (especially truancy issues). Lastly, FCPS had two staff members participate on a team conducting a year-long examination of screening and diversion decision making (done when a youth is brought to intake) to investigate whether practices may unintentionally result in disproportionate retention of minority youth in JDC, as well as to refine which type of diversion was most appropriate for the youth/family. This resulted in a change to the initial screening to determine which youths were most likely to reoffend, and which were likely to engage in serious dangerous activities, as well as screeners for mental health and substance abuse problems. These discussions continue as we consider possible changes in practice for school disciplinary violations.

192. What interventions can we implement when we see red flags instead of intervening only in cases of discipline

The Department of Special Services highlights the following supports: FCPS school social workers also act as primary sources of referral and case management for multi-agency services through the Comprehensive Services Act, which may range from mentoring and recreational opportunities to out-patient therapy to intensive in-home support, working to connect families with services BEFORE there is involvement at the Hearings Office or with the Courts. Behavior Intervention Teachers (BITS) and school psychologists work at the school level to develop behavior contracts, token systems and help conduct functional behavioral assessments and behavior intervention plans when a student chronically demonstrates behavior that is disruptive to his/her learning, or that of others. Five HS pyramids, plus Bryant and Mt. View HS have recently been allocated a substance abuse prevention specialist in an effort to reduce substance use, and to connect students with therapeutic supports early, before true addiction begins.

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193. Come up with way of notifying Board when staff has implemented interventions in the record of a case

Currently, school administrators complete an intervention checklist when referring a student to the Hearings Office. DSS staff is working with IT to develop a tool in EDSL that will allow for more efficient tracking of interventions that are directly related to behavioral and social emotional needs. Once this tool is complete, FCPS staff will be trained in how to utilize and track interventions. This will allow for a more comprehensive tracking of interventions throughout a student’s education in FCPS.

194. Provide more data on what is being done to address issues in those schools that have more than a standard deviation difference in their discipline data in section D4

Action plans are being developed to provide deeper data dialogues and targeted professional development, to include Trauma 101, RJ, and de-escalation strategies with schools who have high rates of disruptive behavior. Work is being done with the regions before implementing a plan with a school, to ensure that work across a number of areas (gaps in academic performance, chronic absenteeism, drop out) are coordinated and done in a way that encourages schools to engage parents, and also to look across multiple data points at the whole child, and not only focus on one area of concern.

11/12/18 WS FY 20 Budget Planning

195. Provide further detail on staffing standards placeholder as noted in budget line 40

196. Provide detailed update on textbook adoption and funding

Basal Instructional Resource adoptions, which include textbooks and/or other divisionwide core resources, are scheduled in alignment with implementation of new VDOE standards. We enter into these processes for English/Language Arts, mathematics, science, social studies and World Languages. Over the past three years, we have adopted secondary World Language, K-12 social studies and K-12 mathematics basal resources. It was decided to spread the English/Language Arts process over three years, by level; therefore, we are currently engaged in the RFP process for high school English/Language Arts and our Selection Committee is meeting throughout November and December. The recommended resources are slated for consideration by the School Board in March

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or April. The intent is to purchase with FY20 funds and implement in Fall of 2019. It should be noted that the last high school English/Language Arts basal resource purchase was in 2006.

Prior to beginning the adoptions process, it was estimated that the new resources for reading and writing for grades 9-12 would cost between $7.5-$13 million. The FCPS adoption process begins with the materials review, both by the public and the Selection Committee, and does not factor in costs until the committee has determined their recommendations; therefore we are not able to provide any anticipated specific costs. Actual purchases will be based on prioritized instructional needs and available funding.

The timeline for changes in standard and resource adoption for the four core subject areas is below:

Standards Change Basal Resource Adoption Schedule

Crosswalk year Full Implementation & Test

Social Studies SY 2016-17 SY 2017-18 K-12 FY18

Mathematics SY 2017-18 SY 2018-19 K-12 FY19

Language Arts SY 2018-19 SY 2019-20 HS FY20

MS FY21

ES FY22

Science SY 2019-20

SY 2020-21

SY 2021-22 HS FY21

MS FY22

ES FY23

197. Provide more details on cost increase for ACE

The school operating fund will continue to allocate $235,000 as a transfer to the ACE fund which is the required local match for the Adult Education and Family Literacy Act (AEFLA) grant. The FCPS ACE fund requires permanent division funding of $740,000 to offset administrative overhead costs and other cost drivers such as behind-the-wheel program operating expenses and compensation increases. In June 2018, the FCPS Office of Auditor General (OAG) audit found the current ACE operating model does not support financial self-sufficiency (pages, 15-16). In the benchmarking section of the audit report (page 12), the OAG cited Fairfax County Park Authority and Concord Carlisle Adult and Community Education as programs that are similar to FCPS ACE but receive significant support for administrative overhead through their respective operating funds.

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Staff and/or Resources Description Cost

ACE Administrator Program oversight, internal and external communications, contract management, personnel management, fiscal oversight, supports the SB Adult and Community Education Advisory Committee.

Use fund transfer to offset the cost of this position

$163,000

ACE Database Engineer Oncourse engineer for enterprise computer system supporting ACE and summer school registration, scheduling, attendance, and interfaces with SIS.

Use fund transfer to offset the cost of this position

$180,000

ACE Program Manager Budget forecasting, grant writing and management, financial services, master schedule across multiple locations, manage registration, and building support.

Use fund transfer to offset the cost of this position

$132,000

Behind the Wheel operating expenses

BTW car replacement and maintenance car replacement.

Use fund transfer to offset the unavoidable expenses

$165,000

Compensation and employee benefits rate increases

Compensate for SB approved increases in employee salaries and required benefit increases.

Use fund transfer to offset the unavoidable expenses

$100,000

Increase current operating fund transfer to the ACE Fund

$740,000

198. How much of the $740,000 ACE funding is for adult ESOL

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The school operating fund will continue to allocate $235,000 as a transfer to the ACE fund which is the required local match for the Adult Education and Family Literacy Act (AEFLA) grant. All ACE programs, including Adult ESOL, contribute to overhead costs associated with running ACE. Reducing the administrative overhead by $740,000 as described in the answer to question 3 will positively impact the Adult ESOL program.

199. Provide crosswalk of employee pay planned for next fiscal year comparing County to FCPS

200. Provide detail on planned Academy position usage, including equity assessment of high schools which do not currently have Academy programs.

There are currently six high school academies located at Chantilly, Edison, Fairfax, Falls Church, Marshall, and West Potomac with satellite programs run at multiple locations including the nursing program at Plum Center, firefighting at the Fairfax County Fire Academy, Classroom on the Mall at Fair Oaks Mall, and the residential construction program at Spring Village Estates. Each academy location is geographically located to allow for transportation from multiple schools. When facilities’ space and staffing resources are available, programs are offered at two or more academy locations to allow access to students from base schools in different parts of the division. Additional teaching positions have been requested to ensure equitable access to programs based on the increased student requests and workforce demands. If granted, the additional teaching positions would be used to cover the expansion of world languages offerings as well as to increase enrollment potential for health and medical sciences courses, cybersecurity and information technology courses, dual enrollment courses for an early college high school, trade and industrial courses to include apprenticeships, JROTC, and to provide additional school counselor staffing at academies. Below is a sample three-year phase in of additional academy staffing. Actual allocation of additional FTE will be determined based on student enrollment requests as well as available classrooms and teachers for each content.

64. Sample Academy Program Expansion*

School Year

Program FTE Cost

2019-20 Health and Medical Sciences 2.0 $466,189

World Languages 3.0

2020-21 Cybersecurity and Information Technology 2.0 $466,189

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Dual Enrollment and Early College High School 2.0

Trade and Industrial 1.0

2021-22 Academy School Counselor 1.0 $466,189

Health and Medical Sciences 2.0

Trade and Industrial 1.0

World Languages 1.0

*Actual allocation of additional FTE will be determined based on student enrollment requests as well as available classrooms and teachers for each content.

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12/10/18 WS World Language Internationalization Working Group

201. Consider making Latin available in all high-schools and middle schools

Latin is an optional course offering for middle and high school. Currently 8 middle schools and 21 high schools offer Latin. This number has decreased over the past several years due to the articulation of FLES/LTC languages within a pyramid and/or decreased student enrollment. At this time, principals work with their instructional councils to determine optional course offerings. If the Board would like to have Latin moved from an optional course offering to a required (standard) course offering, staff would need to follow the process outlined in Regulation 3202. In order to ensure more equitable access across the division, Latin will be considered for addition to Academy and/or Online Campus offerings.

202. Consider adding one-year credit bearing language course in 7th grade with priority in IB schools

Staff is seeking additional middle schools to open enrollment to Level 1 language courses to students in grade 7 in SY19-20. This opportunity aligns with the tenants of IB and therefore IB schools are well suited to participate in this expanded pilot.

203. Provide student count with number of schools using language programs

See WL_Enrollment 2018_2019 spreadsheet. Please note there is a tab for Elementary Programs and a tab for Secondary Programs

204. Address concern of special education population, including coding or Latin as options Staff is committed to ensuring that all students have access to the world language credits necessary to meet the requirements for an Advanced Studies Diploma. Efforts are underway to ensure access to American Sign Language and will give further consideration to expansion of Latin. Coding as an option for students to meet World Language requirements towards graduation has been considered multiple times by the Virginia General Assembly. At this time it is not permitted, but staff will continue to monitor progress on this pathway.

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205. Consider prioritizing world languages in elementary school Staff will prepare some elementary program model options for the Board to consider at the work session in April 206. Consider making 2-way immersion available as widely as possible in highest need schools The decision to begin a school-based two-way immersion program has been primarily at the discretion of the school leader. They must weigh competing priorities and be ready to make necessary staffing decisions. These leaders will continue to be encouraged and supported as they consider the opportunity 207. Explore part-time model and provide cost information Staff will prepare some elementary program model options for the Board to consider at a work session in April. 208. Consider including focus on instruction, sequencing and proficiency in world language teaching These foci are currently included in both World Language teacher professional development and

curriculum development. 209. Provide information on best practices for world language teaching models

The American Council on the Teaching of Foreign Languages (ACTFL) outlines six Core Practices for effective language learning in World Language classrooms and recommends that teachers:

1. Use the target language as the vehicle and content of instruction.

2. Design and carry out interpersonal communication tasks for pairs, small groups, and whole class instruction

3. Design lessons and tasks that have functional goals and objectives, to include specifying clearly the language and activities needed to support and meet the communicative objective (based-on Backward-Design Planning).

4. Teach grammar as a concept and use it in context and understand the various

approaches to grammar instruction and how to select one over the other (focus on form after meaning has been established).

5. Design and carry out interactive reading and listening comprehension tasks using

authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote interpretation/understanding (use of authentic texts appropriate to level of proficiency of the learner- edit the task not the text).

6. Provide appropriate feedback in speech and writing on various learning tasks (Glisan,

Eileen. Distinguished professor of Spanish and Foreign Language Education at Indiana University of Pennsylvania (IUP). Retrieved December 18, 2018 from: https://www.pathlms.com/actfl/courses/2074 )

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By way of core practices in World Languages classrooms, ACTFL also recommends that language educators and their students use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom. To promote consistent and maximum use of target language in classrooms ACTFL maintains that teachers should use a variety of strategies to facilitate comprehension and meaning making. This includes:

1. Providing comprehensible input that is directed toward communicative goals; 2. Making meaning clear through body language, gestures, and visual support; 3. Conducting comprehension checks to ensure understanding; 4. Negotiating meaning with students and encourage negotiation among students; 5. Eliciting talk/language that increases in fluency, accuracy, and complexity over time; 6. Encouraging self-expression and spontaneous use of language; 7. Teaching learners strategies for requesting clarification and assistance when faced with

comprehension difficulties; and 8. Offering feedback to assist and improve students’ ability to interact orally in the target

language (actfl position statement on the use of the target language in the classroom. Source: american council on the teaching of foreign languages. (2010). Retrieved from https://www.actfl.org/news/position-statements/use-the-target-language-the-classroom).

ACTFL further recommends that all language learning opportunities are standards-based, instructor-designed, learner-centered, and aimed at developing proficiency in the target language through interactive, meaningful, and cognitively engaging learning experiences. ACTFL emphasizes that the educator/teacher is the catalyst for developing learners’ language proficiency and global competence so that they are prepared to interact and communicate successfully in the global community.

210. Schedule follow-up work session on this topic

School Board work session has been scheduled for April 8, 2019.

1/14/19 Goal 4 – Resource Stewardship

211. Break out info on slide 15 (FY2018 Disaggregated Cost Per Pupil) and add footnote regarding what the FRM needs-based staffing, and slide 16 WABE guide has different average cost per pupil. The disaggregated cost per pupil chart has been updated to clarify what was formerly labeled as needs-based to students eligible for free-reduced priced meals. (updated 2018 Resource Stewardship Presentation attached)

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212. Bring back to the Board: What is our strategic plan and estimated timeline for reducing temporary classrooms

response

213. Office of Business and Community Partnerships brings support to FCPS, slide 10, Slide 10, is this a critical measure to report? and what is the monetary/in-kind value of these partnerships? Is this a critical measure to report? The metric “Portfolio of varied business partnerships classified by type” was added to the Strategic Plan at the direction of the School Board in 2014-15. The Strategic Plan is a living document so metrics can be adjusted at any time by the School Board. What is the monetary/in-kind value of these partnerships? There is no established mechanism to measure monetary or in-kind values with partnerships. Ignite level partnerships are established with the Office of Business and Community Partnerships, but managed at the school level. School based partnerships, on the other hand, are established and managed at the school level. Because of the importance of understanding how organizations are involved in our schools, a survey of Business and Community Group Engagement will take place in February/March 2019. The survey is asking all schools, academies, centers, school based programs, central offices and departments to describe each of their engaged businesses and community groups. The survey asks three basic questions: who are these businesses or organizations, what are they doing to be engaged, and who is the main contact. The results of this in-depth survey will be reported to the School Board in late spring 2019. 214. Staff will report back to the School Board on what steps are being taken to support our highest poverty schools in seeking grants and private funds to support their schools, and what strategies might FCPS use to address these inequities. Also specifically in terms of support for athletics at high schools, how might we level the playing field for schools with lower gate receipts and more difficulty raising funds privately for athletics and other extracurricular activities. (Staff plans to provide list of high school gate receipts.) Gate Receipts – Next Steps # 214 Below is a chart showing FY18 gate receipts by school, FY18 official enrollment (Sept. 30, 2017), gate receipts on a per pupil basis and FY18 official FRM percentages (Oct. 31, 2017). Gate receipts per pupil range from a low of $19.03 at Thomas Jefferson to a high of $58.21 at South County with an average of $38.38 per pupil, noted in yellow. About half (48%), gate receipts are above the average. It should be noted that other variables may impact the amount of gate receipts collected, for example, a winning season.

School FY18 Gate Receipts

Enrollment (Sept 30, 2017)

Gate Receipts PP

FRM (Oct 2017)

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Annandale HS $76,271 2,136 $35.71 56.59%

Centreville HS $82,771 2,568 $32.23 25.68%

Chantilly HS $94,743 2,779 $34.09 16.94%

Edison HS $56,385 2,060 $27.37 35.64%

Fairfax HS $101,362 2,326 $43.58 23.31%

Falls Church HS $64,669 2,113 $30.61 52.50%

Hayfield SS $97,222 2,033 $47.82 30.02%

Herndon HS $79,033 2,344 $33.72 39.62%

Justice $57,816 2,180 $26.52 60.92%

Lake Braddock SS $145,632 2,811 $51.81 16.33%

Langley HS $84,550 1,945 $43.47 1.85%

Lee HS $50,129 1,742 $28.78 55.39%

Madison HS $110,760 2,223 $49.82 10.42%

Marshall HS $108,883 2,239 $48.63 17.72%

McLean HS $92,696 2,167 $42.78 8.66%

Mount Vernon HS $66,034 2,034 $32.47 55.52%

Oakton HS $84,054 2,632 $31.94 12.85%

Robinson SS $76,034 2,656 $28.63 10.70%

South County HS $127,776 2,195 $58.21 18.40%

South Lakes HS $101,917 2,465 $41.35 29.66%

Thomas Jefferson HS $33,986 1,786 $19.03 1.85%

West Potomac HS $77,509 2,593 $29.89 40.49%

West Springfield HS $104,864 2,191 $47.86 12.90%

Westfield HS $112,286 2,640 $42.53 26.44%

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Woodson HS $112,129 2,457 $45.64 11.73%

Total/Average $2,199,508 57,315 $38.38 25.81%

215. Get information for the Board which shows how much money each PTA brings in, where available; in addition, use principal’s operating budget to analyze how funds are used in schools, especially to impact staffing.

Response

216. Break out Title I schools out in separate category in the report in terms of compensation requirements.

In FY19, approximately 98% of the Title 1 budget is for salaries and benefits of school-based and non-school-based staff. A total of 172.5 positions are funded. In FY20, a similar percentage will be allocated for salaries and benefits with the same number of positions as in the current year, FY19.

Due to expected, minimal increases in future Title 1 funding, a work group of Title 1 program staff and budget staff is developing a plan for recommended program changes that will need to be made to stay within funding levels and create the least impact on Title 1 schools in future years. Program staff will provide recommendations/options; with cost estimates, to include salaries and benefits, provided by budget staff. Currently it is believed that projected FY20 Title 1 funding will enable us to continue providing Title 1 schools with the same support as in the current year. FY21 funding levels are uncertain, hence the workgroup and recommended changes.

A School Board follow-on motion to the FY20 Advertised Budget requested development of a Title 1 multi-year plan to be provided to the School Board by May

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1, 2019. Staff will provide more detailed information about the current Title 1 program and future funding at that time.

217. Disaggregate data on cost per pupil for ESOL levels 1, 2 and 3.

Please see question 12 which provides a table summarizing the cost per service for the various alternative school programs, ESOL, and special education.

218. Staff report in future Ignite Resource Stewardship reports: external benchmark data comparing FCPS’ operating cost of energy for capital and transportation with comparable and regional school systems that are using renewable sources of energy as part of their facilities and/or transportation portfolio.

FTS has committed to provide annual updates on Ignite Resource Stewardship activities including benchmark data, renewable energy, comparisons with regional school divisions, and all other sustainable initiatives. Facilities

219. Review and consider most strategic metrics to reflect energy resource stewardship for next year’s report.

FTS will provide the School Board an update on strategic benchmarking metrics (i.e. - VA-CHPS, ENERGY STAR, EnergyCAP, Get2Green, Asset Management, etc.) in next year’s report. Facilities

220. Examine if sufficient staffing exists in facilities department to determine how we can be more efficient and effective with utilizing empty classrooms and other spaces to alleviate overcrowding instead of building additions.

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221. Consider adding a metric on substitute usage in next year’s report. Staff will consider adding additional metrics, such as substitute usage, to the Goal 4 Resource Stewardship annual School Board reporting after at least one round of the goal reporting of new metrics aligned with the Strategic Plan 2018-2020 Focus occurs. Human Resources

222. Disaggregate data on per pupil cost for special ed students.

The table below summarizes the cost per service for the various alternative school programs, ESOL, and special education:

Unlike per pupil costs which are calculated based on total expenditures and total student enrollment, Cost-per-service calculations show the cost of providing a specific type of educational service to a student. Special education costs for specific programs or services (e.g., preschool special education or level 1 services) are calculated by services rendered because special education is delivered on a per service basis and many students receive more than one service. The cost per service for special education and alternative-program students is higher than for other programs, due primarily to lower pupil-teacher ratios and higher transportation costs.

In addition, because alternative school expenditures cross multiple programs (e.g., instructional support, special education, high school) and English for Speakers of Other Languages services are delivered on a per service basis, these average costs are reported alongside special education services.

FY 2016 FY 2017 FY 2018 FY 2017 - FY 2018Approved Approved Approved Amount Percent

Alternative ProgramsAlternative HS Programs $18,348 $19,038 $21,547 $2,509 13.2%Department of Special $30,361 $31,504 $47,803 $16,300 51.7% Services Alternative Programs English for Speakers of Other LanguagesAverage for ESOL2 $3,696 $4,130 $4,047 ($83) -2.0%Special EducationPreschool $20,285 $20,826 $21,577 $751 3.6%Level 1 Services $5,929 $6,075 $6,217 $141 2.3%Level 2 Services $27,339 $28,334 $28,822 $487 1.7%Related Services $5,506 $5,789 $5,959 $171 2.9%Average for Special Education (per Svc) $13,057 $13,585 $14,025 $439 3.2%1 Does not add due to rounding

ChangeFY 2018 Approved Cost Per Service Summary1

2 Fiscal years restated to include grades 1-12 and Levels 1-4

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223. Provide info to Board about how we ensure equity in program offerings to include courses available, extra-curricular and enrichment opportunities when we plan resource stewardship. Standard course offerings are available at all middle and high schools in the division. Individual schools then choose from the optional course offerings based on student interest and available staffing. Though there is variance between schools, all schools have a variety of courses available to students. In addition, courses through the Online Campus and the Academy program are open to all students. Extracurricular and enrichment programs will vary by school and are funded by a variety of sources. As new division-wide programs are introduced geographic and SES factors are primary factors in the decision making process. Instructional Services

224. Staff will recommend ways to actively combat negative and inaccurate online “ratings” of some of our schools from groups like GreatSchools.org and Schooldigger that unfairly undermine the reputations of schools, including the omission of IB programs, especially those with higher challenges that affect their average test scores that drive the online ratings. Staff will focus on those with the lowest ratings, and the Board will discuss at the work session by June 2019, to include a legal analysis (Evans/Keys-Gamarra) consider creating task force or committee to work on supporting communications/outreach plan.

Working on legal analysis for June work session. John Foster

225. Staff will provide report on ROI on English Language Learners.

ORSI’s English Learner Study, which includes ROI information on FCPS services for English learner students, is available in the library section of BoardDocs under ORSI reports. Findings on costs and ROI information related to English learners begin on page 21 of the Final English Learner Study report.

226. Cost of alternative programs to be broken out.

The per-pupil costs for alternative programs is included in the disaggregated cost per pupil for general education. See question 12 for additional information on the cost-per-service for alternative programs.

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1/19/18 WS CIP

FY 2020-2024 Capital Improvement Program

Membership Analysis and Trends

Renewable Energy Report from May 10, 2018 Forum

227. List of schools, year by year, number of trailers to be eliminated over time, prior to joint meeting with Board of Supervisors

Response

228. Show membership analysis side-by-side with CIP data

Response

229. As part of next conversation with County, discuss developing a method to compare FCPS renovation cycle to the County’s to seek parity

Response

230. Staff to provide a thorough description of the proffer process, FCPS student enrollment formula, County formula and the MOU with the county that is used vs. the actual outcome and recommendations for advocacy (including by-right development), which could include the unfunded impact of development. Subsequent to the information being provided, schedule a broader discussion with the Board

A School Board Work Session on the proffer process will need to be scheduled. Staff will prepare information on the proffer process and provide it before the School Board Work Session on the topic. For reference, the last Work Session on the Development Review and Proffer Process was held on January 12, 2015. Documents provided at that Work Session are available at: http://www.boarddocs.com/vsba/fairfax/Board.nsf/goto?open&id=9S3N455A67EE

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231. There are many schools at/under 85% capacity. What approach should the Board take for a boundary adjustment before or at the same time we ask for additional capital funding from county BOS? How much of the gap of funding could be reduced? Staff should have information available 2 weeks prior to the 2/26 joint meeting.

232. Provide the Board with explanation and analysis of the annual yield, past, current and future, in multi-family buildings

Related to Item #4, a School Board Work Session on the proffer process will need to be scheduled. Staff will prepare information on the proffer process and provide it before the School Board Work Session on the topic. For reference, the last Work Session on the Development Review and Proffer Process was held on January 12, 2015. Documents provided at that Work Session are available at: http://www.boarddocs.com/vsba/fairfax/Board.nsf/goto?open&id=9S3N455A67EE

233. Provide data showing a 5 year breakdown of net migration in/out of all schools in Lee pyramid, broken down by race and ethnicity

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234. Staff to review the tipping-point study, see if study is still valid and provide recommendation to Board regarding socio-economic segregation

The Office of Research and Strategic Improvement has provided an Executive Summary of the Impact of Socio-economic Factors.

Item # 233 - Provide data showing a 5 year breakdown of net migration in/out of all schools in Lee pyramid, broken down by race and ethnicity.

In-Migration Out-Migration Net-Migration

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18

-19

Lee HS 16 (14.3%) 10 (8.9%) 50 (44.6%) 0 (0.0%) 33 (29.5%) 3 (2.7%) 0 (0.0%) 12 (9.9%) 13 (10.7%) 87 (71.9%) 0 (0.0%) 8 (6.6%) 1 (0.8%) 0 (0.0%) 4 -3 -37 0 25 2 0 Key MS 9 (16.4%) 12 (21.8%) 16 (29.1%) 0 (0.0%) 15 (27.3%) 3 (5.5%) 0 (0.0%) 8 (15.4%) 9 (17.3%) 18 (34.6%) 0 (0.0%) 13 (25.0%) 4 (7.7%) 0 (0.0%) 1 3 -2 0 2 -1 0 Crestwood ES 4 (10.8%) 0 (0.0%) 21 (56.8%) 0 (0.0%) 12 (32.4%) 0 (0.0%) 0 (0.0%) 8 (21.1%) 2 (5.3%) 20 (52.6%) 1 (2.6%) 7 (18.4%) 0 (0.0%) 0 (0.0%) -4 -2 1 -1 5 0 0 Forestdale ES 8 (17.8%) 18 (40.0%) 13 (28.9%) 0 (0.0%) 6 (13.3%) 0 (0.0%) 0 (0.0%) 11 (25.0%) 16 (36.4%) 15 (34.1%) 0 (0.0%) 2 (4.5%) 0 (0.0%) 0 (0.0%) -3 2 -2 0 4 0 0 Garfield ES 7 (25.9%) 8 (29.6%) 7 (25.9%) 0 (0.0%) 5 (18.5%) 0 (0.0%) 0 (0.0%) 5 (12.8%) 4 (10.3%) 11 (28.2%) 0 (0.0%) 15 (38.5%) 4 (10.3%) 0 (0.0%) 2 4 -4 0 -10 -4 0 Lynbrook ES 0 (0.0%) 0 (0.0%) 17 (70.8%) 0 (0.0%) 7 (29.2%) 0 (0.0%) 0 (0.0%) 1 (2.3%) 3 (6.8%) 37 (84.1%) 0 (0.0%) 3 (6.8%) 0 (0.0%) 0 (0.0%) -1 -3 -20 0 4 0 0 Saratoga ES 14 (25.5%) 15 (27.3%) 17 (30.9%) 0 (0.0%) 4 (7.3%) 5 (9.1%) 0 (0.0%) 16 (29.1%) 15 (27.3%) 14 (25.5%) 0 (0.0%) 4 (7.3%) 5 (9.1%) 1 (1.8%) -2 0 3 0 0 0 -1 Springfield Estates ES 10 (27.8%) 8 (22.2%) 7 (19.4%) 0 (0.0%) 10 (27.8%) 1 (2.8%) 0 (0.0%) 20 (34.5%) 4 (6.9%) 21 (36.2%) 0 (0.0%) 9 (15.5%) 4 (6.9%) 0 (0.0%) -10 4 -14 0 1 -3 0

SY

20

17

-18

Lee HS 10 (6.6%) 14 (9.3%) 81 (53.6%) 0 (0.0%) 43 (28.5%) 3 (2.0%) 0 (0.0%) 22 (18.2%) 5 (4.1%) 78 (64.5%) 0 (0.0%) 14 (11.6%) 2 (1.7%) 0 (0.0%) -12 9 3 0 29 1 0 Key MS 6 (9.8%) 16 (26.2%) 21 (34.4%) 0 (0.0%) 15 (24.6%) 2 (3.3%) 1 (1.6%) 12 (22.6%) 9 (17.0%) 24 (45.3%) 0 (0.0%) 8 (15.1%) 0 (0.0%) 0 (0.0%) -6 7 -3 0 7 2 1 Crestwood ES 6 (15.8%) 3 (7.9%) 22 (57.9%) 1 (2.6%) 5 (13.2%) 1 (2.6%) 0 (0.0%) 4 (9.5%) 0 (0.0%) 37 (88.1%) 0 (0.0%) 1 (2.4%) 0 (0.0%) 0 (0.0%) 2 3 -15 1 4 1 0 Forestdale ES 4 (12.1%) 9 (27.3%) 7 (21.2%) 2 (6.1%) 10 (30.3%) 1 (3.0%) 0 (0.0%) 7 (15.2%) 6 (13.0%) 18 (39.1%) 0 (0.0%) 9 (19.6%) 6 (13.0%) 0 (0.0%) -3 3 -11 2 1 -5 0 Garfield ES 3 (8.8%) 7 (20.6%) 6 (17.6%) 0 (0.0%) 18 (52.9%) 0 (0.0%) 0 (0.0%) 3 (7.5%) 12 (30.0%) 13 (32.5%) 0 (0.0%) 12 (30.0%) 0 (0.0%) 0 (0.0%) 0 -5 -7 0 6 0 0 Lynbrook ES 4 (11.8%) 0 (0.0%) 25 (73.5%) 0 (0.0%) 5 (14.7%) 0 (0.0%) 0 (0.0%) 4 (7.0%) 2 (3.5%) 48 (84.2%) 0 (0.0%) 3 (5.3%) 0 (0.0%) 0 (0.0%) 0 -2 -23 0 2 0 0 Saratoga ES 7 (20.6%) 8 (23.5%) 7 (20.6%) 0 (0.0%) 6 (17.6%) 5 (14.7%) 1 (2.9%) 25 (41.7%) 10 (16.7%) 17 (28.3%) 0 (0.0%) 3 (5.0%) 5 (8.3%) 0 (0.0%) -18 -2 -10 0 3 0 1 Springfield Estates ES 10 (21.3%) 13 (27.7%) 17 (36.2%) 0 (0.0%) 6 (12.8%) 1 (2.1%) 0 (0.0%) 19 (45.2%) 5 (11.9%) 9 (21.4%) 0 (0.0%) 6 (14.3%) 3 (7.1%) 0 (0.0%) -9 8 8 0 0 -2 0

SY

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16

-17

Lee HS 18 (10.6%) 17 (10.0%) 104 (61.2%) 1 (0.6%) 27 (15.9%) 3 (1.8%) 0 (0.0%) 24 (20.9%) 7 (6.1%) 67 (58.3%) 1 (0.9%) 14 (12.2%) 2 (1.7%) 0 (0.0%) -6 10 37 0 13 1 0 Key MS 13 (19.1%) 9 (13.2%) 34 (50.0%) 0 (0.0%) 12 (17.6%) 0 (0.0%) 0 (0.0%) 13 (21.3%) 10 (16.4%) 20 (32.8%) 1 (1.6%) 14 (23.0%) 3 (4.9%) 0 (0.0%) 0 -1 14 -1 -2 -3 0 Crestwood ES 2 (7.4%) 1 (3.7%) 23 (85.2%) 0 (0.0%) 1 (3.7%) 0 (0.0%) 0 (0.0%) 4 (12.5%) 0 (0.0%) 20 (62.5%) 0 (0.0%) 7 (21.9%) 1 (3.1%) 0 (0.0%) -2 1 3 0 -6 -1 0 Forestdale ES 11 (18.0%) 11 (18.0%) 26 (42.6%) 0 (0.0%) 8 (13.1%) 5 (8.2%) 0 (0.0%) 21 (36.8%) 9 (15.8%) 16 (28.1%) 1 (1.8%) 9 (15.8%) 1 (1.8%) 0 (0.0%) -10 2 10 -1 -1 4 0 Garfield ES 7 (21.9%) 6 (18.8%) 6 (18.8%) 0 (0.0%) 13 (40.6%) 0 (0.0%) 0 (0.0%) 2 (6.3%) 3 (9.4%) 18 (56.3%) 0 (0.0%) 9 (28.1%) 0 (0.0%) 0 (0.0%) 5 3 -12 0 4 0 0 Lynbrook ES 2 (4.7%) 1 (2.3%) 37 (86.0%) 2 (4.7%) 1 (2.3%) 0 (0.0%) 0 (0.0%) 2 (6.5%) 1 (3.2%) 23 (74.2%) 0 (0.0%) 5 (16.1%) 0 (0.0%) 0 (0.0%) 0 0 14 2 -4 0 0 Saratoga ES 10 (34.5%) 7 (24.1%) 7 (24.1%) 0 (0.0%) 3 (10.3%) 2 (6.9%) 0 (0.0%) 19 (26.8%) 20 (28.2%) 21 (29.6%) 0 (0.0%) 8 (11.3%) 3 (4.2%) 0 (0.0%) -9 -13 -14 0 -5 -1 0 Springfield Estates ES 13 (31.7%) 0 (0.0%) 11 (26.8%) 0 (0.0%) 11 (26.8%) 6 (14.6%) 0 (0.0%) 18 (35.3%) 8 (15.7%) 20 (39.2%) 0 (0.0%) 3 (5.9%) 1 (2.0%) 1 (2.0%) -5 -8 -9 0 8 5 -1

SY

20

15

-16

Lee HS 25 (17.1%) 10 (6.8%) 69 (47.3%) 2 (1.4%) 33 (22.6%) 7 (4.8%) 0 (0.0%) 25 (18.0%) 11 (7.9%) 77 (55.4%) 0 (0.0%) 20 (14.4%) 6 (4.3%) 0 (0.0%) 0 -1 -8 2 13 1 0 Key MS 10 (15.6%) 9 (14.1%) 25 (39.1%) 2 (3.1%) 17 (26.6%) 1 (1.6%) 0 (0.0%) 10 (16.1%) 7 (11.3%) 28 (45.2%) 0 (0.0%) 10 (16.1%) 7 (11.3%) 0 (0.0%) 0 2 -3 2 7 -6 0 Crestwood ES 6 (18.8%) 1 (3.1%) 12 (37.5%) 0 (0.0%) 10 (31.3%) 3 (9.4%) 0 (0.0%) 8 (18.2%) 4 (9.1%) 24 (54.5%) 1 (2.3%) 6 (13.6%) 1 (2.3%) 0 (0.0%) -2 -3 -12 -1 4 2 0 Forestdale ES 10 (20.0%) 10 (20.0%) 15 (30.0%) 0 (0.0%) 14 (28.0%) 1 (2.0%) 0 (0.0%) 17 (31.5%) 12 (22.2%) 13 (24.1%) 0 (0.0%) 9 (16.7%) 3 (5.6%) 0 (0.0%) -7 -2 2 0 5 -2 0 Garfield ES 6 (18.8%) 3 (9.4%) 6 (18.8%) 0 (0.0%) 15 (46.9%) 2 (6.3%) 0 (0.0%) 8 (27.6%) 5 (17.2%) 6 (20.7%) 0 (0.0%) 10 (34.5%) 0 (0.0%) 0 (0.0%) -2 -2 0 0 5 2 0 Lynbrook ES 0 (0.0%) 1 (2.8%) 30 (83.3%) 0 (0.0%) 5 (13.9%) 0 (0.0%) 0 (0.0%) 4 (8.0%) 1 (2.0%) 42 (84.0%) 0 (0.0%) 1 (2.0%) 2 (4.0%) 0 (0.0%) -4 0 -12 0 4 -2 0 Saratoga ES 16 (33.3%) 13 (27.1%) 13 (27.1%) 0 (0.0%) 3 (6.3%) 3 (6.3%) 0 (0.0%) 28 (38.4%) 20 (27.4%) 13 (17.8%) 1 (1.4%) 7 (9.6%) 4 (5.5%) 0 (0.0%) -12 -7 0 -1 -4 -1 0 Springfield Estates ES 18 (38.3%) 7 (14.9%) 12 (25.5%) 0 (0.0%) 6 (12.8%) 4 (8.5%) 0 (0.0%) 30 (45.5%) 10 (15.2%) 12 (18.2%) 0 (0.0%) 10 (15.2%) 4 (6.1%) 0 (0.0%) -12 -3 0 0 -4 0 0

SY

20

14

-15

Lee HS 24 (12.0%) 20 (10.0%) 123 (61.5%) 0 (0.0%) 24 (12.0%) 9 (4.5%) 0 (0.0%) 21 (23.9%) 9 (10.2%) 43 (48.9%) 1 (1.1%) 12 (13.6%) 2 (2.3%) 0 (0.0%) 3 11 80 -1 12 7 0 Key MS 12 (12.5%) 12 (12.5%) 58 (60.4%) 1 (1.0%) 11 (11.5%) 2 (2.1%) 0 (0.0%) 11 (22.4%) 13 (26.5%) 17 (34.7%) 0 (0.0%) 4 (8.2%) 4 (8.2%) 0 (0.0%) 1 -1 41 1 7 -2 0 Crestwood ES 8 (13.8%) 3 (5.2%) 38 (65.5%) 1 (1.7%) 7 (12.1%) 1 (1.7%) 0 (0.0%) 6 (17.6%) 1 (2.9%) 21 (61.8%) 0 (0.0%) 4 (11.8%) 2 (5.9%) 0 (0.0%) 2 2 17 1 3 -1 0 Forestdale ES 26 (44.8%) 14 (24.1%) 7 (12.1%) 1 (1.7%) 7 (12.1%) 3 (5.2%) 0 (0.0%) 28 (36.4%) 14 (18.2%) 17 (22.1%) 1 (1.3%) 15 (19.5%) 2 (2.6%) 0 (0.0%) -2 0 -10 0 -8 1 0 Garfield ES 3 (13.6%) 5 (22.7%) 8 (36.4%) 0 (0.0%) 5 (22.7%) 1 (4.5%) 0 (0.0%) 7 (20.6%) 10 (29.4%) 7 (20.6%) 0 (0.0%) 10 (29.4%) 0 (0.0%) 0 (0.0%) -4 -5 1 0 -5 1 0 Lynbrook ES 2 (3.2%) 1 (1.6%) 57 (91.9%) 0 (0.0%) 2 (3.2%) 0 (0.0%) 0 (0.0%) 2 (8.0%) 2 (8.0%) 21 (84.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 -1 36 0 2 0 0 Saratoga ES 16 (25.4%) 24 (38.1%) 14 (22.2%) 0 (0.0%) 6 (9.5%) 3 (4.8%) 0 (0.0%) 21 (38.9%) 16 (29.6%) 7 (13.0%) 0 (0.0%) 3 (5.6%) 6 (11.1%) 1 (1.9%) -5 8 7 0 3 -3 -1 Springfield Estates ES 22 (41.5%) 5 (9.4%) 18 (34.0%) 0 (0.0%) 5 (9.4%) 1 (1.9%) 2 (3.8%) 12 (27.3%) 7 (15.9%) 11 (25.0%) 1 (2.3%) 7 (15.9%) 5 (11.4%) 1 (2.3%) 10 -2 7 -1 -2 -4 1

Sources: FCPS, Certified Membership, September 30, 2013 to September 30, 2018. Notes: 1) Membership numbers include general education, special education, AAP, FECEP/Head Start, preschool (wherever applicable), adult education, private school special education, home schooled, multi-agency, and special education centers. 2) Membership numbers include students that attend a FCPS school and reside outside Fairfax County and the City of Fairfax.

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235 Revise CIP document to show projected boundary projects next to current boundary projects, and extend projections to 5 years

Staff has revised the CIP to move recent boundary changes (proposed CIP pages 136 and 137) next to the priority recommended boundary adjustments (proposed CIP page 46). Potential boundary adjustments to be studied within the next five years are indicated in the Potential Capacity Solutions, Programs, and Summary section for each region (option H on pages 75, 87, 99, 111, and 123).

236 For purposes of pyramid designation, Bren Mar Park ES should be

included in the Edison pyramid, since all of their students attend Edison; and Mason Crest should be included in the Falls Church HS pyramid, since most MCES students attend FCHS. This does not change any student school assignment but is just for purposes of accurately reflecting which high schools those students, or most of those students, attend

Based on this change request, staff identified the below listed challenges and impacts. These include processes associated with change of region designation, potential change in reporting, CIP, Membership Analysis and Trends report, other products and reports, and other departments and offices.

- Changing the pyramid designation for Bren Mar Park ES from Annandale to Edison will result in a change of region designation. Currently, Annandale pyramid is assigned to Region 2 and Edison pyramid is assigned to Region 3. Will this also change which Regional Assistant Superintendent oversees Bren Mar Park ES?

- This change will also impact other departments and offices such as Instructional Services, Special Services, Staffing, Budget, and other departments.

- The CIP items listed below will need to be updated if the pyramid designation is changed for Bren Mar Park ES, from Annandale pyramid to Edison pyramid:

1) Region 2 Potential Capacity Solutions, Programs and Summary on pages 80, 81, 87, 88, and 90.

2) Region 3 Potential Capacity Solutions, Programs and Summary on pages 92, 93, 99, 100, and 102.

3) FCPS Capacity Balance Summary on page 128. 4) Appendix on page 166.

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- The CIP items listed below will need to be updated if the pyramid designation is changed

for Mason Crest ES, from Annandale pyramid to Falls Church pyramid: 1) Region 2 Potential Capacity Solutions, Programs and Summary on pages 87, 88,

and 90. 2) FCPS Capacity Balance Summary on page 128.

- The Membership Analysis and Trends tables listed below will need to be updated if the

pyramid designations are changed for Bren Mar Park ES and Mason Crest ES: 1) FCPS Migration, Race and Ethnicity, Transfers Summary by Attending School

Pyramid on pages 15, 17, 18, 21, 27, 28, 29, 30, 31, and 32. 2) Elementary School Level Membership by Attending School Region and by

Attending School Pyramid on pages 33 and 34. 3) Elementary School Level Migration, Race and Ethnicity, and Transfers by

Pyramid on pages 36, 38, 39, 43, 46, 47, 48, 49, 50, and 51. 4) FCPS Birth to Kindergarten Ratio by Attending School Pyramid on page 41.

5) All FCPS Special Education Transfers on pages 88 and 89. 6) Projection Accuracy Change by High School Pyramid on pages 94 and 95.

- Based on the CIP items listed above, staff estimates that they will require 10 hours to

make these changes in the CIP. The Office of Communication and Community Relations estimates 3 hours to incorporate these changes. The CIP will need to go through a quality check, final review and approval process, which will require additional hours.

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237. Report to Board on those split feeders that currently feed into an

overcrowded school

The tables below show 3 separate lists of elementary and middle school split feeders that currently feed into middle schools and high schools that are identified in the Proposed FY 2020-24 CIP as overcrowded schools (with a capacity utilization greater than 100%) in SY 2018-19.

Table 1: Elementary School Split Feeders that Feed into an Overcrowded Middle School

Elementary School

Split Feeder Feeds to Middle School1

Brookfield Elementary Rocky Run Middle

Cub Run Elementary Rocky Run Middle

Greenbriar East Elementary Rocky Run Middle

Hayfield Elementary Twain Middle

Lane Elementary Twain Middle

Little Run Elementary Frost Middle

Oak View Elementary Frost Middle

Olde Creek Elementary Frost Middle

Riverside Elementary Sandburg Middle

Rose Hill Elementary Twain Middle 1Schools identified as overcrowded in SY 2018-19 based on September 30th, 2018 certified membership and SY 2018-19 Capacity and Utilization assessment.

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Table 2: Middle School Split Feeders that Feed into an Overcrowded High School

Middle School Split Feeder Feeds to High School1

Carson Middle Oakton High

Franklin Middle

Chantilly High

Oakton High

Kilmer Middle Madison High

Poe Middle Falls Church High

Thoreau Middle

Madison High

Oakton High 1Schools identified as overcrowded in SY 2018-19 based on September 30th, 2018 certified membership and SY 2018-19 Capacity and Utilization assessment.

Table 3: Elementary School Split Feeders that Feed into an Overcrowded High School

Elementary School

Split Feeder Feeds to High School1

Bull Run Elementary Centreville High

Coates Elementary Herndon High

Colvin Run Elementary McLean High

Crossfield Elementary

Chantilly High

Oakton High

Cub Run Elementary Chantilly High

Cunningham Park Elementary Madison High

Franklin Sherman Elementary McLean High

Greenbriar East Elementary Chantilly High

Keene Mill Elementary West Springfield High

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Lemon Road Elementary McLean High

Little Run Elementary Woodson High

Marshall Road Elementary

Madison High

Oakton High

Mason Crest Elementary

Falls Church High

Justice High

Navy Elementary

Chantilly High

Oakton High

Oak Hill Elementary Chantilly High

Oak View Elementary Woodson High

Oakton Elementary

Madison High

Oakton High

Olde Creek Elementary Woodson High

Parklawn Elementary Justice High

Powell Elementary Centreville High

Riverside Elementary West Potomac High

Rolling Valley Elementary West Springfield High

Sangster Elementary West Springfield High

Spring Hill Elementary McLean High

Timber Lane Elementary

Falls Church High

McLean High

Union Mill Elementary Centreville High

Vienna Elementary Madison High

Westbriar Elementary

Madison High

McLean High

Westgate Elementary McLean High

Wolftrap Elementary Madison High 1Schools identified as overcrowded in SY 2018-19 based on September 30th, 2018 certified membership and SY 2018-19 Capacity and Utilization assessment.

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238. Staff to give Board an impact analysis on capacity to implement universal

pre-k In order to perform an impact analysis on capacity to implement universal pre-k, staff requests additional information and further clarification as listed below: 1) Should the analysis consider a countywide implementation of universal pre-k? 2) Should the analysis consider as many universal pre-k rooms as needed for kindergarten? 3) Should the universal pre-k enrollment be based on the Head Start waitlist? Head Start eligibility is based on income, will universal pre-k eligibility be based on income? 4) At what age may the child enter universal pre-k? 5) Will universal pre-k be phased-in, and a full-time or part-time program? 6) What are the minimum facilities requirements for universal pre-k implementation?

239. If all students stayed at their base ms for AAP, would there be enough

students (i.e. critical mass) and facility space?

Response

240. Analyze specific schools that experienced a sizeable drop in enrollment of

Hispanic students and to the extent possible, why this occurred

School pyramids that have a 5% or more difference between In-Migrating and Out-Migrating Hispanic students were: Justice; Edison; Lee, Marshall and Chantilly. The largest difference between in and out migration for Hispanic students occurred at our center and alternative programs. FCPS staff will closely monitor the migration patterns in these pyramids and centers over the coming months, and in the 2019-20 school year, to determine if this is a significant trend and if so what the root causes may be.

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241. Page 134, consider Wilston site as potential school site

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2/11/19 WS Audit Mid-Year Report

242. Page 10: Provide summary sheet regarding recommendations that remain open, moving forward, share summary sheet with full Board when provided to Audit Committee.

Attached pdf 1.02.1 provided the status related to the 16 open recommendations reported in the FY19 Mid-Year Audit Report. Going forward, Office of Auditor General will provide the recommendations status to the School Board when provided to the Audit Committee.

243. Work with OCCR to make Audit information on webpage more user-

friendly. OAG Landing Page Contact the OAG

1 Make Waste, Fraud, and Abuse Hotline number more prominent with call out (or by other means)

• Implemented 2/27/2019 – see attached pdf 1.02.2A

2 Normalize search engine results when searching for FCPS “audit” vs “auditor”

• OCCR is currently evaluating options – implementation date to be determined

3

Make ‘What is the Office of Auditor General’ (aka Intro to OAG) video on Mission, Vision, and Services Offered tile more prominent.

Secondary: fix OAG audit process graphic in video – currently shows “Research” instead of “Risk Assessment” (example of correct graphic on Audit Process tile).

• Primary: OCCR is currently evaluating options and will provide further update

o Secondary: OCCR estimates this to be implemented by March 31, 2019

4 Add OAG to ‘Contact Us’ page (on FCPS main contact page)

• Implemented 2/27/2019 – see attached pdf 1.02.2B

5 Look into call-out (or other means) to highlight most recent edition of audit buzz

• OCCR is working on this – implementation date to be determined

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2/11/19 WS Review of Disproportionality in Discipline Outcomes Plan

244. Provide additional explanation of targeted supports underway to address disproportionality in region 3

RESPONSE:

The Office of Intervention and Prevention Services has been working to identify effective strategies to help target schools reduce the number of disorderly or disruptive conduct incidents which occur each year. A plan to work with schools with relatively high rates of this type of offence has been drafted, but not yet implemented, as schools and regions expressed a desire to focus central office support on issues that are directly measured on the Standards of Accreditation (SOA), which include chronic absenteeism, on-time graduation, and dropout rates in addition to multiple academic indicators.

Region 3 schools which will be included for targeted support to reduce disruptive/disorderly behaviors in 2019-2020 include: Bryant, Edison, Key, Mount Vernon HS, Riverside, Saratoga, Whitman, and Woodlawn.

However, though the tiered plan for working with schools to better understand their discipline data related to disruptive behavior and to implement strategies to address this data will not be implemented until 2019-2020, a number of supports have been provided to Region 3 schools during the 2018-2019 school year. These have included:

• Behavior Intervention Services are provided by behavior intervention teachers (BITS) when called by a school due to extreme behaviors on the part of a child. “Supports” include consultation with teachers and working directly in a classroom with a child (general or special education) to assist the teacher in determining the function of the problematic behaviors being displayed, and modeling alternative ways to proactively structure interactions to reduce probability of the behavior, or demonstrating alternative responses when the behavior does occur. These “supports” may be part of a data gathering process prior to a Functional Behavior Assessment, or may occur after a plan has been developed to help the teacher learn how to implement the plan.

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Total Supports Provided - All Regions (August ‘18-January ’19)

8,393 Supports Provided

Total Supports Provided - Region 3 (August ‘18-January ‘19)

2,110 Supports Provided

• Total Number of Comprehensive Services Site (CSS) Supports (August ‘18-January ‘19)

175 Supports Provided

• Total Number of Crisis Intervention Supports (August ‘18-January ‘19)

142 Supports Provided (237.5 Hours)

• Total Number of Supports for FBA/BIP

Process (August ‘18-January ‘19)

148 Supports Provided

• Total Number of School-Based Trainings Provided (August ’18-January ’19)

64 Trainings Provided

School-Based Training Topics • 1-2-3 Magic • ABA Fundamentals • Autism Spectrum Disorder • Avoiding Power Struggles • Behavior Strategies/Interventions • Behavior Strategies Lab • Building Positive Relationships • Crisis Management • Comprehensive Services Site (CSS) Level

System Structure- Saratoga • Cycle of Acting Out Behavior • Data Collection & Goal Writing • Executive Functions • MANDT Certification & Recertification • Reinforcement • Support Room Procedures • Unstuck & On Target - Executive Functions

Intervention Curriculum

Academy Courses Offered through Behavior Intervention Services (August ’18-January ’19) Total: 64 Staff Trained (Region 3)

• 1-2-3 Magic and Behavior Support • A Proactive Instruction Approach to

Classroom Management • Best Practices for Educating Students with

High Functioning Autism • Instructional & Behavior Supports for High

Functioning Autism MANDT Certification & Recertification Training Total: 104 Staff Trained (Region 3)

• MANDT Academy Courses • MANDT Monthly Trainings

ABA Pro – Online PD Modules & Resource Library • Total: 65 CSS Staff Subscriptions Provided (Region 3)

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• Implementation of Evidence-based Social/Emotional Learning Programs as small group interventions by school psychologists, school social workers, and school counselors in elementary schools in Region 3

o Kimochies o Check and Connect o Strong Kids o Mind Up o Cool Kids-Chilled o Coping Cat o Superflex o Unstuck and On Target

• School-wide RULER implementation at West Potomac

• Restorative Justice (RJ) Intervention

Region 3 - SY18-19 (September-January)

o Preventative conferences (attendance circles or resolving conflicts before they escalate to violations of SRR): 52

o Discipline conferences (conducted after a violation of SRR): 35 o Alternative Accountability Cases (conducted after violation of criminal

code, referred by SRO as alternative to filing a complaint at juvenile intake): 3

o RJ Orientation Training for Region 3 Administrators

Other RJ work completed in Region 3 this year

o Bryant ALC whole staff participated in the ‘Orientation to RJ’ and all teachers participated in ‘Restorative Practices in the Classroom’ training.

o Presentation to Edison criminal justice class w/SOSA (who is certified in RJ).

o Working with staff member at Hayfield who is working on administrative endorsement with RJ project (how to reduce disproportionality in discipline).

o Mentoring counselor at Fort Hunt ES to be RJ facilitator o Mentoring teacher at Key MS to be RJ facilitator o Working with Rose Hill Elementary teacher to be a trainer for train-

the-trainer model proposed for next year due to their high usage, interest, and enthusiasm for RJ

• Services available to students and/or families to address root causes of problem behaviors, provided in partnership with non-profit and county providers

o In school, five day per week Therapeutic Day Treatment services (provided by Youth for Tomorrow) for youth who are Medicaid eligible and display serious behaviors which place them for risk of out-of-school or out-of-home placement. Region 3 schools eligible to

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participate: Bryant Campus, Lorton Station, Mount Vernon Woods, Riverside, Sandburg, Whitman, and Woodley Hills

o Northern Virginia Family Services: Violence Prevention and Intervention Program (VPIP): West Potomac

o Military Counselors: Fort Belvoir, Mount Vernon HS, Whitman (though there has been some difficulty with hiring this year)

o ReUnite and Strengthening Families: Hybla Valley, Lee, Twain o Neighborhood Networks: Riverside, Woodlawn, Woodley Hills,

(Enhanced full service program at Mount Vernon Woods Elementary)

245. Add information to report on disproportionality across all groups by grade level and

include students with disabilities

RESPONSE: Disproportionality data by race/ethnicity, socio-economic (free or reduced meal) status, English learner status, gender, and disability status are available starting on page E-3 of the Phase I discipline report presented to the School Board at the November 12, 2018, work session. Disaggregated school level disproportionality data (elementary, middle, high school) will be provided, when possible, in ORSI’s Phase III report for the Student Behavior, Discipline and Disproportionality Study in June 2019.

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246. Add links to UVA/Yale RULER and University of California studies to slide 9

RESPONSE:

Here is a link for RULER: http://ei.yale.edu/ruler/ruler-overview/ Here is a link for the Berkeley study: https://www.pnas.org/content/pnas/113/19/5221.full.pdf

247. In report June 2019, add information from 2015 report on discipline analysis, section 3 findings, pages 8 & 9, and add link instead of attachment, and include 2011 changes

RESPONSE: This information will be available in June 2019 as part of ORSI’s Phase III report for the Student Behavior, Discipline, and Disproportionality Study.

248. Include information on parent and community group partnerships, what is happening now and what is recommended

RESPONSE: This information will be available in June 2019 as part of ORSI’s Phase III report for the Student Behavior, Discipline, and Disproportionality Study.

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249. Include benchmark line on slide 7

RESPONSE: The desired benchmark level of performance on slide 7 of the posted Student Behavior, Discipline, and Disproportionality: Phase II presentation hovers around the black dashed line at the 1.0 value of likelihood, which represents no disproportionality. The interpretation of the relative risk value varies but most commonly values above .5 and below 1.5 are viewed as representing acceptable levels of disproportionality.

250. Include data on extent of disproportionality in hard vs. soft offenses, if available.

RESPONSE: This information will be available in June 2019 as part of ORSI’s Phase III report for the Student Behavior, Discipline, and Disproportionality Study.

251. Include more detail on how pool of experts on slide 15 were identified

RESPONSE: The two pools of experts on disproportionality in discipline and on positive school climate were identified in the same way. The names were culled from research organizations and academics (typically university professors) specializing in either of these topics. To be added to the pool the individual needed to be a frequent contributor to the literature on disproportionality or positive school climate. Additionally, qualification for the pool required that the expert meet at least two of the following three criteria (with most meeting all three): (a) national reputation, as represented by frequent citations in the literature by others; (b) no previous work with FCPS, so that the review would be objective, and (c) experience doing applied work with school divisions, so the recommendations would be actionable for FCPS.

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252. Include information on consistency of implementation and investigation in discipline process in different schools

RESPONSE: This information will be available in June 2019 as part of ORSI’s Phase III report for the Student Behavior, Discipline, and Disproportionality Study.

253. Request that experts provide recommendations on how best to involve parents in

discipline process

RESPONSE: The experts will be informed of the School Board’s interest in these areas.

254. Show a comparison of the length of time between an offense and when a

reassignment is finalized for students with disabilities with an IEP and other students, for all cases where a student is removed from their base school

RESPONSE: To the extent possible given available FCPS data, this information will be included in June 2019 as part of ORSI’s Phase III report for the Student Behavior, Discipline, and Disproportionality Study.

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255. Brief the Board on the discipline process when a student has an IEP, including

the role of the IEP team and the role of central office, including procedural support liaisons, when a student is referred for discipline, particularly in cases involving reassignments

RESPONSE: A briefing on this process can be provided by DSS Office of Procedural Support whenever scheduled by the Board. Guidance for parents about the process is published in the SRR Family Guide, and is available at: https://www.fcps.edu/about-fcps/policies-regulations-and-notices/student-rights-and-responsibilities/guidance-parents

256. Prepare proposed language for Board consideration in time for the SR & R

discussion that would strengthen parent notification rules when a child is in serious trouble at school and also prepare potential SR & R amendment dealing with minimizing out of school suspension time while case is pending

RESPONSE:

Possible language regarding parent notification will be provided prior to the presentation of the SRR in April.

257. Coordinate with parent liaisons to support survey

RESPONSE: ORSI reached out to FCPS’ parent liaison coordinator to share information about the survey with parent liaisons.

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258. Consider including recommendation to collect demographic data on staff making initial referrals for discipline and provide relevant studies done in other part of US

RESPONSE: This recommendation will be considered in Phase III of the Student Behavior, Discipline, and Disproportionality Study.

259. Provide data on trends of behavior by students with disabilities

RESPONSE: This information will be available in June 2019 as part of ORSI’s Phase III report for the Student Behavior, Discipline, and Disproportionality Study.

260. Follow up on ACLU people power recommendations when presenting SR & R in April

RESPONSE:

Recommendations of the ACLU committee will be reviewed and considered when revising the SRR for consideration by the Board in April.

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261. Schedule presentation on the juvenile courts diversion program with a focus on preventing court involvement for Board by Judge Carr and Bob Birmingham

RESPONSE:

Bob Bermingham and Judge Carr have been contacted and indicated that they would be happy to present to the Board at a time to be suggested by the Board chair and confirmed with their schedules.

262. If possible, report on how many cases do not end up going to hearings office

because of interventions recommended through a records review process

RESPONSE: To the extent possible given available FCPS data, this information will be included in June 2019 as part of ORSI’s Phase III report for the Student Behavior, Discipline, and Disproportionality Study.

263. For the study, disaggregate data related to our poverty subgroups and students

with disabilities by race and ethnicity

RESPONSE: This information will be available in June 2019 as part of ORSI’s Phase III report for the Student Behavior, Discipline, and Disproportionality Study.

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264. Make sure links are provided to prior reports related to student discipline are

posted under this work session

RESPONSE: The links are available in the posted Student Behavior, Discipline, and Disproportionality Study Design (Phase II) report. Documents posted to School Board work sessions that have already occurred cannot be changed so inserting the hyperlinks into the presentation is not acceptable.

265. Superintendent to report back to Board about why annual reports are not posted

on Hearings Office web page

RESPONSE:

The Hearings Office Annual Reports were removed from the Hearings Office web page when FCPS migrated to its new website in 2016 because they were not in compliance with Section 508 of the Rehabilitation Act of 1973. The reports are now posted to the Hearings Office web page and being made Section 508 compliant.

2/11/19 Strategic Plan Enhancements

266. Break out data between centers and young scholars programs in schools

RESPONSE

The following table shows the breakout of schools who have Young Scholars, Local Level IV, or a Level IV Center programs.

Local Level IV Level IV Center Non Level IV Sites Young Scholar (n=88) 30 14 44 No Young Scholar (n=53)

24 14 15

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267. On page 10, capture the additional timeline and cost for eliminating modular as a

corollary to the trailer data

RESPONSE: The timeline and costs for eliminating trailers and modulars is available at https://www.fcps.edu/sites/default/files/media/pdf/cipbookfy2018-22_3.pdf#page=111.

268. Provide cost per year for Primary and Middle Year IB programs for IB pyramid

schools

RESPONSE: There are currently seven high school pyramids with International Baccalaureate (IB) Diploma Programs and six of these also have IB Middle Years Programs (IBMYP).

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At the elementary level, there is currently one fully authorized IB Primary Years Program (IBPYP) and one school who is in the first year of candidacy. To complete IB programing in the seven pyramids, one IBMYP and thirty-nine IBPYP programs would need to be added. These numbers do not include adding the program to schools that are split feeders.

Year 1 Cost per year for Primary and Middle Year IB programs (as of Sept 18)

IB Program

App Fee

YR 1 Fee

Est. PD cost

($550 /participant)

School Based

Coordinator Position*

Estimated YR 1 Costs

Estimated Cost for all

Schools

PYP $4,000 $9,500 $33,000 $113,170 $159,670 $6,227,130 MYP $4,000 $9,500 $47,000 $113,170 $173,670 $173,670 *Based on 1.0 FTE, average 10-month teacher salary with benefits

$6,400,800

In Year 2, the candidacy fee for both programs is $9,500 per school. Beginning in Year 3, the annual fee is $8,520 per school for IBPYP and $10,050 per school for IBMYP.

269. Show progress in addressing workforce diversity in Goal 3 reports as part of

future recruitment metrics

RESPONSE: Goal 3 Premiere Workforce reporting will include progress on addressing workforce diversity.

270. Show if earlier focus on equity is having an impact on TJ admissions

The increased focus on equity and identifying aptitudes and talents at younger ages has produced increased subgroup representation in traditionally underrepresented populations of advanced academics. Young Scholars started in 2000 and has expanded from 1 school to 88. Additionally, attention and professional development to strong YS model implementation has been a recent focus in AAP in school years 2018-19 and 2019-20. It is still too early in the process of increased focus on identifying students in more diverse groups as well as ensuring strong implementation of the Young Scholars model to show the impacts on TJ Admissions. These equity efforts will take a few more years (until these students reach 8th grade and have the possibility of applying to TJHSST) to know if they have had a direct impact.

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271. Disaggregate page 11 data on percentage of students participating in center vs local level IV AAP

The following tables contain the disaggregated data for AAP participation by Level IV center and by Local Level IV program.

Percent and number of students within each group participating in AAP (Level IV Center)

All Asian Black Hispanic White Econ. Dis. EL SWD Percent of students participating in AAP (Level IV Center) 3-year average

17%

30% 9% 5% 19% 4% .5% 4%

Number of students participating in AAP (Level IV Center) 3-year average

14,081 5,043 774 1,128 6,130 1,023 76 409

Percent and number of students within each group participating in AAP (Local Level IV)

All Asian Black Hispanic White Econ. Dis. EL SWD Percent of students participating in AAP (Local Level IV) 3-year average

8% 10% 4% 4% 10% 3% .5% 2%

Number of students participating in AAP (Local Level IV) 3-year average

6,597 1,624 360 660 3,481 716 81 170

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272. Disaggregate advanced performance on reading and math

RESPONSE: 3-year pass advanced rates on reading SOLs

Asian Black Hispanic White Econ. Dis.*

EL SWD

% 32% 13% 14% 30% 12% 10% 14%

# 6,053 1,271 3,151 11,628 3,308 2,423 1,975

3-year pass advanced rates on mathematics SOLs

3-Year Rate

Asian Black Hispanic White Econ. Dis.*

EL SWD

% 43% 11% 10% 29% 10% 11% 11%

# 9,748 1,453 2,883 13,500 3,496 3,454 1,858

*English Learners include both current EL students and former EL students who are in their first 4 years of monitoring. Data source: Education Support Decision Library

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273. Define proficiency when it is used as measure for students to “demonstrate

proficiency” on pages 11-13

RESPONSE: The Strategic Plan “Success” – Metrics, Targets, And Aspirations document for the School Board’s February 21, 2019 regular meeting has been updated with this information.

274. Page 19 percent of students who report three or more assets should be

disaggregated based on race, grade and disability

The Fairfax County Youth Survey is an anonymous survey and cannot be matched back to student demographic information in FCPS’ student information system. The following disaggregated data are based upon self-reported information gathered through questions on the Youth Survey. The Youth Survey does not include questions that asks for student disability information so data cannot be disaggregated in that manner.

Asian Black White Hispanic Percent of students reporting 3 or more assets (3-Year Average)

87% 82% 91% 74%

Number of students reporting 3 or more assets (3-Year Average)

5979 2637 11581 5090

8th 10th 12th Percent of students reporting 3 or more assets (3-Year Average)

85% 86% 85%

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Number of students reporting 3 or more assets (3-Year Average)

9795 9474 8931

275. Clarify in the preamble to the strategic plan that the plan is a living document and

will reviewed on an annual basis to review the metrics

RESPONSE: The Strategic Plan “Success” – Metrics, Targets, And Aspirations document for the School Board’s February 21, 2019 regular meeting has been updated with this information.

276. Share the research in support of and counter research that was mentioned on slide 7 with the Board

A number of studies have explored the impact of attending more diverse schools. Research definitively identifies significant academic improvements for minority groups and low-income students. To a lesser extent, research speaks to the impact for non-minority/non-disadvantaged students. While literature indicates that school diversity may also have social-emotional impacts on students (Juvonen, Kogachi, & Graham, 2017), ORSI’s initial literature review focused largely on the academic impacts related to student success. The following provides additional detail on research findings on these academic impacts.

Mahard and Crain (1983) conducted a meta-analysis of 93 studies exploring the impact of desegregation on academic achievement. Their findings indicate that achievement for Black students increased while there were no detrimental effects on the academic achievement of White students. Other researchers further explored the impact of desegregation and concluded there were limited impacts on non-minority, non-disadvantaged students (Wortman and Bryant, 1985; Mayer and Jencks, 1989). Meta-analytic work has not been undertaken to update Mahard and Crain’s findings from 1983. Mahard and Crain continue to be cited as seminal work in this area and are referenced in national publications such as the National Coalition on School Diversity (e.g., https://school-diversity.org/pdf/DiversityResearchBriefNo10.pdf) when addressing diversity impacts on student achievement.

Since the 1980s, the research field has broadened from looking only at the impact of desegregation to looking at the impact of diversity of the student population. By diversity, researchers are referring to a more diverse and balanced student population. For example, a

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school that comprising 90 percent Black and Hispanic students is no more diverse than a school comprising 90 percent White and Asian students.

In a review of more recent literature on diversity and achievement outcomes, Rivkin and Welch (2006) investigated the impacts of the demographic composition of schools on the academic outcomes for Black students. They conclude that the majority of evidence shows that increasing racial diversity in schools leads to improved academic outcomes for Black students. Similar findings were reported by Rothwell (2012), Hastings and Weinstein (2008), and Schwartz (2010) for low-income students. While all discuss the academic gains for these specific student groups, none of these researchers address whether there were academic benefits for students falling outside the Black and low-income student groups..

Some recent studies have addressed the impact of diversity on all student groups. For example Wells, Fox, and Cordova-Cobo (2016) stated that diversity benefits all students’ achievement by citing evidence of diverse districts in Massachusetts closing achievement gaps in 5th grade reading and mathematics more rapidly than less-diverse districts in the same state. However, closing such gaps means that previously lower-performing groups (minority, low SES) were improving and higher performing groups (non-minority, higher SES) were maintaining performance so does not provide support that the latter student groups are demonstrating stronger achievement in diverse schools. Card and Rothstein (2006) studied the impact of diversity on SAT scores by school districts nationwide and found lower Black-White performance gaps in more diverse districts than in more segregated districts (https://www.nber.org/papers/w12078.pdf). More importantly to the question posed here, schools with less segregation and more diversity were associated with higher performance levels for both Black and White students, with segregation more significantly impacting performance of Black students than White students. Thus, overall, the majority of research examining achievement of non-minority and higher SES students finds no impact on achievement from attending a diverse school.

Current research does speak to benefits of school diversity for all students when looking at non- achievement benefits. For example Wells et. al. (2016) cited research that associated diverse college classrooms to increased development of creativity, critical thinking, problem-solving, and greater interracial understanding among undergraduate students. Juvonen, Kogachi, & Graham (2017) speak to the impacts of diversity on positive school culture for students. Specifically, their research indicated that diversity was associated with a lower sense of vulnerability, more positive perceptions of other racial/ethnic groups, and more positive perceptions of fair and equal treatment by teachers. The researchers note that class placement to realize these outcomes is crucial. “Our findings also underscore the importance of class placement," notes Sandra Graham, distinguished professor of education at UCLA, who contributed to the study. "To reap the social benefits of ethnic diversity, students need to be placed in classes that reflect the overall diversity of their school. It may not be sufficient to focus solely on increasing the overall ethnic diversity of schools, which is the goal of most policy initiatives that address racial

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and ethnic segregation. Equally important is whether students of different ethnic groups are exposed to one another during the school day, even in very diverse schools."

277. (a) Include health and safety impacts of travel time -slide 10

While there is no research on the impact of long bus rides or geographic proximity on student achievement, a large body of research has documented an inverse relation between student well-being, specifically students’ sleep, and school performance (Carrel, Maghakian, & West, 2011; Millman, 2005; Owens, Belon, & Moss, 2010; Wheaton, Chapman, & Croft, 2016). Geographic proximity and travel times may be proxies for sleep when considering the impact on school performance.

According to the National Sleep Foundation (2019), children ages 6 to 13 need between 9 and 11 hours of sleep and teenagers need between 8 and 10 hours of sleep every night. Children who get insufficient sleep show reductions in motivation, engagement, concentration, and problem-solving skills, all which influence students’ achievement and behavior in school (Buckhalt, El-Sheikh, Keller, & Kelley, 2009; Meijer, Habekothe, & Van Den Wittenboer, 2000). If longer commutes cause earlier mornings and later evenings for students, long bus rides could ultimately influence the amount of sleep students are getting.

There is also research (largely from Canada) related more broadly to travel to school. Research supports that students who walk or bike to school regularly are more physically active than those who are driven or bused to school (Larsen, 2016; Bulium, & Faulkner, 2016). Research has not only tied active travel to school with shorter travel times (Larsen, Gilliland, & Hess, 2012) but has also linked the siting of schools (and by extension boundaries) to differences in active (walk, bike) versus passive (car, bus) modes of travel (Spinney & Millward, 2011)

(b) provide percentage of out of district commuters on longer bus rides multi-agency

The Bus Route Travel Times table provided on slide 10 of the February 25, 2019 Work Session includes only small and large buses to elementary, middle, high, and nontraditional sites/special education centers. Out of district commuters and other transportation services, such as vans and taxi services, were not provided in the table.

Longer transportation routes for special education (those routes 45-59 minutes and 60 minutes or greater) are attributable to the placement of programs and services at special education centers or particular school locations. Service needs of students and placement at a special education center or a school with those services may increase the time traveled. For example, a special education center may provide services for students from all over the county.

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278. (a) Include heat map showing placement of specialized programs, specifically special ed programs, page 2 of report, Map

In response to Item #3, the following three sets of maps are provided:

1. Concentration of Special Education and Instructional programs at elementary, middle, and high schools.

2. Concentration of Special Education programs at elementary, middle, and high schools.

Concentration of Instructional programs at elementary, middle, and high schools.

278. (b) talk about impact of concentrating programs in one area including Title I -slide 7

Program placement and the rules associated with participation may or may not impact student achievement. Program placement has been noted in the literature as an additional diversity-related factor that should be considered when making boundary adjustments. In fact, school district desegregation efforts have sometimes relied on placement of special programs (such as magnet programs) to increase diversity at schools with high minority membership (Kahlenburg, 2016; Crouch, 1999; Mickelson, 2001). While there is limited literature that directly ties program placement to boundary decisions, literature has examined the extent to which special programs attract a diverse group of students. Historically, some school divisions relied on magnet programs as a court-approved approach to desegregate through choice routes rather than through forced approaches, such as bussing (Rossell, 1990).

However, there are programs such as Title I that are not likely to change student diversity. This program provides additional resources to the school based on their student demographics. Local education agencies cannot relocate this program to a different site with a different student population or use the program to intentionally attract a different student population because it is tied to schools with a specific skewed demographic. The intent of Title I is to use the additional resources to serve the intact population and raise student achievement.

279. Identify attendance islands

Attendance islands are identified in the adopted FY 2020-24 CIP on page 145.

280. Superintendent to re-send information on existing moratorium on administrative boundary changes, and Supt. to send response to McLean community

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On May 3, 2018, I sent the following message to Elizabeth Schultz, Tammy Derenak Kaufax and Karen Corbett Sanders regarding my follow-up communication with Rolling Valley parents regarding boundary decisions:

The One Fairfax policy, adopted by both the School Board and the Board of Supervisors, emphasizes the importance of making County-wide decisions through the lens of racial and social equity. There is perhaps no decision with the potential for impact on equity within FCPS than boundary adjustments.

Given the significant interconnectedness countywide of schools and programs, I believe it is critical in implementing One Fairfax both in spirit and intent, that all boundary changes should receive complete School Board input and discussion. This input and discussion from all 12 members of the School Board also furthers the School Board’s larger goal, and my goal, that important issues for the school system be considered and decided by the full School Board, rather than only some members.

We owe it to the entire FCPS community to hold transparent and thoughtful discussions about all boundary changes, recognizing the rippling effect that any one decision may have, no matter the size and scope.

To this end, I am suspending making any administrative boundary recommendations for the 18/19 school year until we can engage together in a dialogue regarding potential revisions to Policy and Regulation 8130 that better align boundary decision making to our One Fairfax policy.

I will be working with the Chair to determine the best and most appropriate manner in which to hold this important Board discussion.

In addition, the following information was shared the next day:

Boundary Policy- (Brabrand Briefing on May 4, 2018)

FCPS staff and the School Board will begin a review of Policy 8130 Local School Boundaries, Program Assignments, and School Closings during a September work

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session. At that work session, there are no plans to consider any actual boundary changes.

It is my hope going forward and as discussed at our most recent Boundary Work Session, that we continue our focus and decision-making process based on the current plans outlined in the most recent CIP; sanctioned by full school board support and approval.

281. Break down travel time statistics by school level and region

Break down of travel time

282/289. Compare projections in CIP current with capacity numbers on slide 14, print maps larger size Current school capacity numbers

In response to Item #282 and #289, larger sized maps have been printed for CIP current and projected capacity utilization at elementary, middle, and high schools, SY 2018-19.

283. Provide more information on why and how the three conclusions on slide 17 were chosen

The Office of Research and Strategic Improvement’s review of educational research related to boundary changes uncovered four ways in which boundary decisions may be linked to achievement: through student diversity, student well-being, social connections critical for success, and overcrowding concerns. Three of these four areas (student diversity, student well-being, overcrowding) offered sufficiently clear evidence to support the three conclusions in the presentation. More specifically:

• Address overcrowding by first utilizing existing building capacity • Balance student diversity (socioeconomic). This was also tied to program

placement as research evidence supported the link between program placement and the diversity of students at schools.

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• Minimize travel time, which was linked to sleep and student well-being. For more details see the response to health and safety concerns related to travel time in the above response.

284. Provide plan for external communication

The current version of Regulation 8130 outlines general guidelines for timeline and process for boundary adjustment community engagement:

• Community meetings to include presentation on purpose of meeting, background information, summary of previous Board action, and boundary realignment scenario(s)

• Participant facilitated groups for discussion

• Community dialogue comments may be considered for developing optional scenarios and may aid in developing staff recommendations

• Follow up survey to gather feedback

Community engagement outcomes may include:

• Identifying factors to consider when changing attendance assignments and suggest neighborhoods that might be included in new alignment

• Evaluating attendance assignment options and advantages and disadvantages

• Soliciting additional comments or options for consideration

• Posting comments and survey results on FCPS public website

The Office of Communication and Community Relations will take the following steps to support these activities:

1. Draft email messages to notify families about boundary process and invite to meetings

2. Post meeting events on school’s website calendar

3. Develop a web page to provide information about the boundary process to include:

•Boundary scope

•Boundary study

•Program enrollment and capacity information

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•Dates of boundary meetings

•PowerPoint presentations

•Options

•Feedback

•Dates of scheduled School Board action

4. Facilitate community meetings to include providing:

• Agenda

• Sign-in sheets

• Maps

• PowerPoint presentation

• Meeting materials: markers, chart paper

• Directional signage

• Interpreters

• Explanation of small group discussion and gallery walk

• Feedback transcription

Members of the Department of Facilities and Transportation will be available throughout the process as subject matter experts.

285. Show maps on pages 14-16 with modulars taken out Map

In response to Item #285 maps showing the current capacity without including modular classrooms in the capacity calculations for elementary, middle, and high schools have been provided. All capacity utilization calculations are based on the same method as described in the CIP

286. Show capacity maps pulling out pupil placements and map showing only pupil placements Map

In response to Item # 286 maps showing the current capacity using base population for elementary, middle, and high schools have been provided. Base population is students who live within the school boundary. All capacity utilization calculations are based on the same method as described in the CIP

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287. Slide 11, what are critical social connections for success

Critical social connections for success in school are typically defined as relationships with peers and with teachers that promote academic motivation and achievement. For example, research supports that positive peer relationships are associated with better academic engagement and achievement (Juvonen, Espinoza & Knifsend, 2012; Wentzel, 2009). A body of research also supports that peers can contribute to skill acquisition, such as through cooperative learning and other peer-to-peer interactions. Additionally, students who have close, positive and supportive relationships with teachers have been shown to attain higher levels of achievement than those with more conflictual or distant relationships (Birch & Ladd, 1997; Curby, Rimm-Kaufman, & Ponitz, 2009; Hamre & Pianta, 2001; Hoge & Coladarci, 1989; Klem & Connell, 2009).

288. Slide 13, provide data for first bullet on Slide 13 (“School overcrowding has a significant, negative impact on teaching and learning.”

Research on school overcrowding has linked this factor to lower achievement (Batiz & Marti,1995; Lee, Ready & Welner, 2002). More specifically, overcrowding has been associated with a four to nine percentage point decrease in pass rates on standardized reading tests and two to six percentage point decrease in pass rates on standardized mathematics tests. Other negative impacts tied in the research to school overcrowding include teacher and student absenteeism (Corcoran et al., 1988), problems focusing (Batiz & Marti,1995), limitations on instructional techniques and classroom activities (Batiz & Marti, 1995), noise levels in schools (Fernandez & Timpane, 1995), teacher working conditions (Corcoran et al., 1988), and teacher burnout (Batiz & Marti, 1995).

3/11/19 WS/Equity Profile

289. Explore ways to provide overlap data throughout.

The Demographics data in the Equity Profile provides some overlap counts in the student populations. However, the ability to dynamically view metrics for overlaps in student groups would require that student-level data be included in the public-facing dashboards. Given the need to protect student privacy, this approach is not feasible.

The alternative would be to pre-aggregate the metrics based on defined combinations of student groups (e.g., economically disadvantaged and English learners). There are numerous possible combinations of student groups. The Equity Profile team will seek input to identify the combinations of interest. Then dashboards

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that include those combinations can be considered for a future release of the Equity Profile.

290. Provide means to pull "school to division" and "school to comparable school" comparison graphs side by side, compare achievement by pyramid and region.

The six metrics in Goals 1 and 2 that include school-level data now have an additional “Side by Side” tab. This tab allows for the comparison of the metric data for the division and a school, as well as, the comparison of two schools chosen by the user. The ability to aggregate the metric data by pyramid and region will be considered for a future release of the Equity Profile.

291. Develop systemic approach to using the data points for reporting out and providing analysis to Board, and intervention and remediation strategies needed at individual school, region or pyramid level, identify priorities for plans for using the data

Annual reporting to the Board on the four strategic plan goals will offer systematic analysis of division performance and progress toward all strategic plan metrics, of which the equity profile metrics are a subset. School improvement and innovation plans will incorporate goals aligned to metrics from the Student Success and Caring Culture goals. Schools and regions will be provided with a core, common data set tied to Student Success and Caring Culture metrics to facilitate their reflection on current performance for strategic goal-setting. Schools, regions, and departments will develop and align strategies for intervention and improvement. Incorporating the equity lens into our present Strategic Plan structures allows us to continue to ensure that our resources are well-aligned with the Division’s priorities.

292. On Chronic Absenteeism Dashboard, define excused absences, chronic absenteeism and truancy with link to state information.

The requested changes have been made to the Equity Profile on the “About” page for Chronic Absenteeism, including a link to the VDOE page on absenteeism and truancy.

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293. Add note on front page that the dashboard is preliminary and will be revised as needed

The following statement has been added to the description of the Equity Profile on the front page: The equity profile will be published annually and is a living document that will be updated as needed.

294. Define term “operational employees” and staff included

Operational employees are individuals working for FCPS who are paid on salary schedules A, B, C, and H and classroom instructional support scale. This group does not include individuals paid on the teacher or school-based administrator scales.

295. Disaggregate data on students with disabilities throughout various tables to the extent allowable

The N sizes are too small to report publically on subsets of students with disabilities for the majority of the schools. In order to protect student privacy, students with disabilities will remain a single category for reporting purposes on the Equity Profile, other than on the student demographics dashboard.

296. Include data about hiring vs. employment offers

Prior to the current school year, this data was not collected. The current year data is not available for the Equity Profile; however, it will be included as part of the Goal 3 report in April 2019 and added to the next annual update of the Equity Profile.

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297. Include abilities in future for option for type of table to display data in drop down menu

The ability to choose a circle chart or bar chart is now available for the two participation metrics, 8th Grade Algebra Participation and AP/IB Participation. Similar choices will be considered for other metrics in a future release of the Equity Profile.

298. Provide Board with a list of external stakeholder groups to review new dashboard

We have already reviewed the Equity Profile with several stakeholder groups, and between now and the end of the school year, the following groups will have had the opportunity to review the profile: Equity Stakeholder Group; Minority Student Achievement Oversight Committee; Advisory Committee for Students with Disabilities; Fairfax County Special Education PTA; Fairfax County Council PTA; and the Successful Children and Youth Policy Team. In addition, we are presenting the profile to all principals and will be reviewing with our teacher association groups.

299. Provide brief update on school/county collaboration on equity profile and corresponding dashboards

The Equity Profile will be presented to the joint FCPS-County One Fairfax Leadership Group in April. We will continue to provide updates to the Board on the ongoing collaboration with the County and their progress on a County version of the profile.

Disorderly Conduct is behavior that is disrespectful or interrupts the learning of students in the classroom or interferes with the operation of the school.

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3/11/19 WS Provide guidance on goals for boundary policy and prioritize factors to include in boundary policy

300. Schedule at least one more work session on prioritization of goals and priorities with draft policy 8130 with a One Fairfax lens.

Discussed at the July 22, 2019 Work Session:

Agenda and video

301. Staff to provide information on psycho-social and emotional impact of boundary adjustments on students

Discussed at the July 22, 2019 Work Session:

Agenda and video

302. Staff to provide recommendations on how to include criteria in policy 8130 to include One Fairfax, socioeconomic diversity and balance, academic achievement, school activities and equity in facilities

Discussed at the July 22, 2019 Work Session:

Agenda and video

BRING BACK AT END OF NEXT WORK SESSION:

303. Staff to start working on draft survey for parents on factors and priorities with respect to their school and pyramid – bring back to next work session

Discussed at the July 22, 2019 Work Session:

Agenda and video

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304. Staff to provide input on scope and severity of factors being considered – bring back to next work session

Discussed at the July 22, 2019 Work Session:

Agenda and video

305. In light of One Fairfax, the Board should consider hiring an external subject matter expert/facilitator to holistically address goals and priorities and re-write policy to realize the FCPS promise – bring back to next work session

Discussed at the July 22, 2019 Work Session:

Agenda and video

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3/11/19 WS/AAP Discussion

306. Board to have authority to approve of the outside expert before work begins to ensure that expert is independent of FCPS

307. Expand stakeholder input on slide 24, report to include synthesis and analysis of research-based best practices, current FCPS program practices and enrollment data, and feedback around AAP Identification practices from stakeholder groups including adding text in underline:

- Families of students identified and students not identified for AAP - Students identified and not identified for AAP - Local advisory groups such as: MSAOC, AAPAC, ACSD, SHAC, HRAC, SAC, STAC, Title I Parent Advisory Committee, FCAG, FCCPTA, FEA, FCFT, and the Fairfax Chapter of the NAACP - FCPS Principals and Teachers – a representative sample from AAP and non-AAP buildings and classrooms, with a guarantee of anonymity for those who request it - FCPS Instructional Services Department – a representative sample from the AAP office and other IS departments FCPS Office of Equity and equity leads

308. Include percentages of population and raw numbers on slide “Existing Gaps in AAP K-8”

309. Staff to provide info on how many AARTs are currently centrally funded and list of 13 schools that have level IV and how they were chosen

310. Add per pupil funding to the study

311. What is cost of adding Young Scholars program

312. Provide participation numbers for the College ____ program

313. Add parental education component

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3/25/19 Legislative Update

314. Do briefing for Board every year after session with annotated written synopsis

315. Coordinate with County to find out how new proffer language will impact FCPS

and provide info to Board

On May 23, 2019 Facilities Planning staff attended a briefing at Fairfax County about the 2019 General Assembly legislation. Details on the amended proffer bill were presented. Chris Sigler from the Office of the County Attorney conducted the briefing. In the former proffer legislation, suggesting, requesting, or requiring unreasonable proffers was not permitted by local governments. The amended legislation permits and encourages more open communications from county planning staff regarding potential impacts on public facilities and potential voluntary proffers to address those impacts. This legislation applies to rezonings filed after July 1, 2019 or those where the applicant has elected to opt-in. FCPS staff continues to review and comment on rezoning cases to county staff.

316. Continue discussion about how and when system notifies parents about lock-

down drills occur and bring recommendation to Board

317. Consider adding chronic absenteeism as legislative priority for next session and/or focus on standards of accreditation reforms and plan for a work session prior to developing legislative package

318. Include information in BB explaining exceptions on chronic absenteeism and any exceptions on what counts as absenteeism and who makes the decisions on exceptions

319. Give Board a briefing on priorities to be considered as part of a legislative and regulatory package no later than mid-September

320. Schedule additional meetings on a quarterly basis during off-session

4/2/19 WS/ Seclusion and Restraint

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321. Direct staff to draft a policy on Behavior Intervention, Seclusion and Restraint, as well as reporting out to Board and supporting regulations in consultation with ACSD and SEPTA and submit to Governance Committee.

322. Provide confirmation of parent notification on documented seclusion and restraint

instances. What are the overall practices throughout the system regarding parent notification?

323. Identify FY 20 budget impacts disaggregated by each proposal presented

this evening.

324. Define “trauma-informed education for all teachers”.

325. Provide the range of restraint and seclusion incidences per student and per school, including the highest instances.

326. Staff report to the Board on why were there no guidelines on seclusion and restraint in

place until 2012?

327. What type of training will be provided to prevent students from having a crisis that

would require restraint and seclusion?

328. How will the perspectives of the community be included in the scope of the audit and how will the external audit RFP be crafted to capture community input?

329. Consider collecting student behavior progress data by student age.

330. Community task force and ombudsman position – Provide handbook for parents for

supports around transitions.

331. Direct the Superintendent to come back with a recommendation on how best to have

an ongoing communication and consultation with Inova Hospital, COPAA, EAC, CSB the community and other stakeholders to identify concerns and solutions.

332. Provide regular reports to the Board on implementation of training and progress.

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333. Review and update the restraint and seclusion report form.

334. Include training for administrators as well as teachers.

335. Consider ways to make the ombudsman position more meaningful for special ed

parents

336. Conduct survey of staff members and parents

337. Ensure staff training includes understanding of student feelings after an incident of

seclusion or restraint.

338. Provide regular reports to the Board regarding, discipline, seclusion and restraint.

339. Examine the compliance issue and how to improve oversight.

340. What percentage of the 203 students fell into the autism spectrum?

341. Provide more detailed information around processes in place when a student receives multiple incidents of seclusion or restraint and specify the involvement of parents.

342. Provide process of multi-agency placement of students

343. Explanation of when we have NDA’s with parents or other services offered to students of disabilities?

344. Quantify and disaggregate the number of incidents data on slide 3.

345. Direct Superintendent to provide clarity, process, and purpose of the Ombudsman reporting out concerns related to special education cases.

346. Review federal and state proposed legislation and or regulations so that the Board can

effectively advocate.

347. Discuss increasing the number of behavior intervention specialists per pyramid

348. Create a category in the improvement plan to include and support Special Ed parents.

349. Report on principal and administrator proposed and current training on best practices and share accountability plan for schools and regions.

350. What is our plan in the event that Bill HR 7124 passes?

351. Keep the Board apprised of the timeline of the corrected federal reports.

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352. Review OCR reporting since 2015-16 to check for aberrations and validations.

4/11/19 World Language Internationalization Working Group

353. What are the current enrollment numbers by language and by school?

Response - ES

Response - Secondary

354. Provide number of pupil placements by school based on languages.

Response

355. Review existing policy for inclusion in the immersion lottery to address situations where a student can take advantage of dual enrollment in their base school. The Immersion lottery regulation states that all residents of Fairfax County are eligible to apply to county-wide lottery Immersion schools. Currently, there is no policy prohibiting residents of Fairfax County residing within the boundary of a school-based Immersion program school to also apply to Immersion programs that are countywide lottery schools. The chart below indicates the number of pupil placements at countywide lottery schools sought and accepted during this year’s Grade 1 lottery process. Braddock Groveton Herndon Washington Mill

Bailey’s 0 0 0 0

Fort Hunt 0 0 0 1

Lake Anne 0 0 1 0

Laurel Ridge 0 1 0 0

London Towne 0 0 1 0

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Ravensworth 0 1 0 0

Rose Hill 0 1 0 0

It is important to consider that the isolated pupil placements noted in the table above might also be children of staff members at the schools. The Kindergarten lottery for this year is currently ongoing and no final data is available yet. The data in the chart below is only preliminary.and might change slightly after the parent response deadline of April 26, 2019. Braddock Groveton Herndon Washington Mill

Bailey’s 1 0 0 0

Lake Anne 0 0 0 0

Laurel Ridge 0 0 0 0

London Towne 0 0 0 0

Rose Hill 0 0 0 0

356. Consider proposal on how to enhance programming at the IB and MYIB schools.

Staff agrees with the belief that all IB schools should have robust language programs. Language acquisition is a compulsory component of the Middle Years Program (grades 6-10) in every year of the program. Schools must provide sustained language learning in at least two languages for each year of the MYP. All of our middle and high schools surpass this requirement. The expectation is that language learning would continue in grades 11 and 12. Staff will continue to work with IB schools to increase the number of languages available to students.

357. Consider putting more focus on teaching languages at elementary level.

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As per work session discussion, staff will engage with outside consultant(s) to review current program and determine opportunities for improvement that will lead to program expansion.

358. Consider putting more focus on dual immersion programs.

As per work discussion, ISD and Region leadership will continue to collaborate to work with eligible schools to determine readiness and begin planning as appropriate.

359. Consider starting immersion programs in Kindergarten.

All four current school-based Immersion programs begin at the Kindergarten level. Out of the 12 schools with division-wide Immersion programs, six currently begin at the Kindergarten level.

Each September or October, the world languages team communicates with principals of schools that begin Immersion instruction in Grade 1 to determine interest in expanding the program to Kindergarten. In order to add Kindergarten to an existing divisionwide program, a school would need the facility capacity to add at least one additional Kindergarten classroom to accommodate out-of-boundary applicants. It would be difficult to expand in many of our existing Immersion schools, as they are currently at or above capacity. Other than capacity challenges, principals also cite the concern regarding finding qualified Immersion teacher candidates.

360. Report to Board on how to make sure we consider equity with possible expansion in 7th

grade credit language with more focus on IB and/or high poverty schools and limiting it to one per school.

The pilot expansion for SY19-20 was offered to all middle schools. For SY20-21, staff will intentionally recruit schools as described by the Board.

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361. Identify which languages should be considered critical and what role that plays in our language strategy.

Critical languages are languages the United States Government deems as strategically essential to our nation’s positive engagement with the world. They are languages for which the demand outstrips the existing supply of speakers. Critical languages are important for reasons of diplomacy, trade, and national security and are not set in stone or fixed. It is important to note that critical languages change over time, as a result of changing economic and political situations. At the moment, the Critical Language Scholarship Program, sponsored by the U.S. Department of State, identifies 15 languages as critical languages: Arabic, Azerbaijani, Bengali, Chinese, Hindi, Indonesian, Japanese, Korean, Persian, Portuguese, Punjabi, Russian, Swahili, Turkish, and Urdu. FCPS offers five (Arabic, Chinese, Japanese, Korean, Russian) of the above critical languages as a part of the 11 current language offerings available to students across the school division.

The Secretary of Defense oversees the National Security Education Program, whose primary goal is to develop a pipeline of foreign/world language and cultural expertise for the U.S. Federal Government workforce which identifies more than 60 languages as critical languages. The complete list is below, the languages offered in FCPS have been highlighted.

Albanian African Languages (all)

Akan/Twi Amharic

Arabic (all dialects) Armenian Azerbaijani Bahasa

Bambara Belarusian Bengali Bosnian

Bulgarian Cambodian Cantonese Croatian

Czech Gan Georgian Haitian

Hausa Hebrew Hindi Hungarian

Japanese Javanese Kanarese Kazakh

Khmer Korean Kurdish Kyrgyz

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Lingala Macedonian Malay Malayalam

Mandarin Moldovan Pashto Persian

Polish Portuguese Punjabi Romanian

Russian Serbian Sinhala Slovak

Slovenian Swahili Tagalog Tajik

Tamil Telegu Thai Turkmen

Turkish Uighur Ukrainian Urdu

Uzbek Vietnamese Wolof Yoruba

Zulu

Retrieved April 30, 2019 from: https://www.nsep.gov/content/critical-languages

Students may earn World Language credit for many languages identified as critical through our Credit Exam for World Languages Assessment. The full list of available languages is available on the FCPS website.

362. Consider including policy discussion on future of critical languages in FCPS on next

retreat agenda, bring in consultant if needed.

Defer to School Board Office for scheduling.

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363. Provide update on hiring licensed foreign language teachers currently and plans for the future.

The World Languages team works collaboratively with HR to hire qualified teacher candidates for current and anticipated vacancies. The World Languages team regularly participates in national and regional HR recruitment events to assist with identifying K-12 World Language teachers. The World Languages staff routinely recommends potential recruitment locations HR should consider as part of its annual teacher recruitment efforts. Based on such recommendations, HR has extended hiring ventures to Louisiana and Puerto Rico. World Languages staff also work with HR to facilitate teacher placement of local pre-service teachers, who oftentimes are hired into vacant positions upon successful completion of student-teaching assignments. To ensure teacher recruitment efforts have the broadest reach possible, HR and the World Languages team advertise existing and anticipated vacancies on the sites of national and regional language education organizations, to include ACTFL, FLAVA, and language specific language education associations. Further, the World Languages team frequently reaches out to local universities to identify candidates for World Language positions.

Virginia has passed legislation for the establishment of a Dual Language Immersion license, to be enacted by Virginia Department of Education (VDOE). VDOE is in the initial stages of putting these policies and new licensure pathways in place and has invited members of the FCPS World Languages team to participate in the VDOE Dual Language Teaching Endorsement Stakeholder Group. The stakeholder group will provide input to assist in the development of draft regulations for the Virginia Dual Language Teacher Endorsement. Currently elementary Immersion teachers require certifications in both the target language and in elementary education. The creation of a Dual Language Immersion license will potentially alleviate the necessity for multiple licensure endorsements and expand immersion teacher recruitment opportunities.

364. Consider having languages taught in a non-academy school and allow other students to

access it on-line, report to Board on outcome of pilot and feasibility of expanding.

The number of languages offered by the Online Campus has been determined by funds available for curriculum development and the need for dedicated staff to support the courses, teachers and students. An amendment may be considered for the FY20 budget that would allow for an increase.

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365. Try recruiting teachers at American Council on the Teaching of Foreign Languages

convention to be held in DC next year.

Following the American Council on the Teaching of Foreign Languages announcement that the 2019 convention will be held in Washington, D.C., the World Languages office reached out HR to request that space is secured in the exhibit hall to conduct recruitment efforts to identify candidates to fill existing and anticipated vacancies across K-12 World Language programs.

366. Review of existing immersion delivery model and consideration of the integration model

in particular concerns related to math and science.

Math, science and health were chosen to be instructed in the Immersion language as these content areas are more concrete and offer many opportunities to use visual, manipulatives and hands-on activities that greatly aid the natural language acquisition process. With the implementation of the Two-way Immersion model, time for target language arts development was added to the Immersion program models to develop biliteracy. In addition, research on Immersion programs has shown that Immersion students should receive a portion of language arts instruction in the target language. In FCPS, with the 50/50 time allocation, this translates to about 30 minutes per day.

There are Immersion models where the allocation of subjects switches from year-to-year or quarter to quarter. Many of these programs are still going through the implementation phases, with immersion students just entering middle school.

It is a goal of the World Languages team to expand current Immersion content offering to the middle school level; however, it is very difficult to identify qualified candidates to teach the Immersion content classes. The content areas of science and social studies have been considered as Immersion content offerings for the middle school level.

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The World Languages team is further interested in expanding an Immersion option to the PreK level.

367. Find a way for staff to provide to Board cohort survival numbers of students by pyramid.

We would be able to provide the following data in future reports:

● Students that have the language Immersion code in SIS over the past years versus their enrollment in Immersion Grade 6 (or Grade 5 where applicable).

● Students in Grade 6 Immersion (or Grade 5 where applicable) and their enrollment level for Immersion in Grade 7.

● Students in Grade 6 FLES/LTC (or Grade 5 where applicable) to determine the number of students who choose to take a language in middle school and throughout high school. It should be noted that a student choice to continue language education, but not necessarily in the target FLES/LTC language, would not be considered as a negative outcome. The benefits of early language education are more far-reaching than just the acquisition of a particular language.

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4/11/19 Strategic Plan Goal 3: Premier Workforce

368. Provide number of education graduates by subgroup in the nation and in Virginia.

The most recent data available from the US Department of Education indicates that during the 2015-2016 academic year, education degrees were conferred for individuals as follows:

Education Degrees Conferred in the U.S. 2015-2016 Degree Hispanic American

Indian or Alaska Native

Asian Black Native Hawaiian or Pacific Islander

White Two or More Races

Non-resident Alien

Total

Bachelor’s 7,840 595 1,961 6,611 178 66,990 2,100 942 87,217 Master’s 14,680 861 4,395 16,286 310 101,764 2,990 4,495 145,781 Total 22,520 1,456 6,356 22,897 488 168,754 5,090 5,437 232,998

Data from the US Department of Education indicates in 2015-2016 Virginia had a total of 10,206 individuals enrolled in education preparation programs, of which 3,643 were program completers. Virginia does not publish specific data about the race of program completers. (Source: United States Department of Education Title II Database)

Education Preparation Programs VA Compared to U.S.-Total Enrollment*

Hispanic/ Latino of Any Race

American Indian or Alaska Native

Asian Black or African American

Native Hawaiian or Pacific Islander

White Two or More Races

Declined to Answer

Total enrollment

Virginia 378 28 278 1,457 14 6,468 252 1,331 10,206

U.S. 57,079 2,670 11,417 39,239 2,828 275,033 12,573 40,600 441,439

*A student at any point in their education preparation program (e.g. freshman, seniors, post baccalaureate program, etc.)

For FCPS comparison, please see response to question #373.

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369. Provide data on recruitment efforts for veterans and military career-switchers.

On May 22, 2018, FCPS held its first annual Career Switcher Night. The 156 individuals who attended this event learned about VDOE-approved career switcher programs, including Troops to Teachers. Additionally, attendees heard from a panel of current FCPS teachers who were career switchers and had an opportunity to visit with our FCPS licensure team. Targeted advertisements about this event were shared with the military community. Our next annual event will be held May 21,2019. Additional strategies to recruit military retirees and their families include:

• Partnering with the Troops to Teach program, including sharing our FCPS hiring events on their list serve and follow-ups with candidates

• Attend Hiring Our Heroes events • Attend the various Fairfax County Skill Source Center job events • FCPS job advertisements are sourced out to veteran organizations such as the

VFW, American Legion, and others through our DCJobs.com job sourcing service. Military and veteran organization where jobs have been advertised include:

Alexandria Vet Center American Women Veterans AMVETS Annapolis Vet Center Anne Arundel One Stop Career Center Army Career and Alumni Program (ACAP) - Fort Belvoir Army Career and Alumni Program (ACAP) - Fort Myer Army Career and Alumni Program (ACAP) - Joint Base Langley-Eustis Catholic War Veterans of The United States of America Department of Employment Services DC -NE Department of Veterans Services - Fairfax Disabled American Veterans - Arlington-Fairfax Chapter 10 Disabled American Veterans - Ernie Pyle #4 Division of Rehabilitation Services (DORS) - Prince Frederick Employer Partnership of the Armed Forces - Arlington Employer Partnership of the Armed Forces - Fort Meade ESGR - Employer Support of the Guard and Reserve Fort Belvoir - Employment Readiness Program Fort Meade Outreach Center (DLLR) Headquarters Marine Corps Hiring Our Heroes Korean War Veterans Association Marine for Life - Quantico NABVETS Prince George's Community College Owls Chapter #0122 National Association for Black Veterans - Prince George County Chapter

#0089

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Operation Homefront - DC Metro Silver Spring Interfaith Housing Coalition U.S. Department of Veteran Affairs-St. Petersburg Regional Office United States Veterans Initiative - Washington, DC Veterans' Employment & Training Service Veterans for Peace - District of Columbia Virginia Employment Commission Virginia Employment Commission - Hampton Virginia Employment Commission - Tri-Cities Virginia Wounded Warrior Program Walter Reed Army Medical Center - Family Employment Readiness

Program (FERP) Wounded Warrior Project Wounded Warrior Regiment - United States Marine Corps

Looking ahead:

A Troops to Teacher representative will be present at the FCPS Instructional Job Fair scheduled for April 27, 2019

Representatives from the Office of Talent Acquisition and Management will attend a networking event being sponsored by the USO on May 9, 2019

370. How we are vetting applicants for the Teachers for Tomorrow program for future

contracts?

In order to be considered for a recruitment contract, seniors enrolled in a level 1 or level 2 Teachers for Tomorrow class must submit an application packet that includes the following:

Letter of recommendation completed by teacher who hosted the student as an intern

Current principal endorsement Current Teachers for Tomorrow Teacher (instructor) endorsement Essay attesting to desire to be a teacher with Fairfax County Public Schools

All application packets are reviewed by a committee and scored using a rubric.

A recruitment contract is a commitment from FCPS to offer a full-time teaching position to the individual upon successful completion of a teacher preparation program that leads to teacher licensure in the Commonwealth of Virginia. After completing a teacher

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preparation program and prior to being offered employment, individuals must meet the following requirements:

Complete an FCPS application for employment Submit two current letters of recommendation that speak to student teaching

experience Clear a background check

371. Provide data on number of contracts annually, including demographic and geographic

information of those who receive contracts for Teachers for Tomorrow.

On April 5, 2019, the Department of Human Resources extended FCPS recruitment contracts to 22 high school seniors. High School Number of Students Receiving a Recruitment

Contract Centreville High School 2 Chantilly High School (Academy) 10 Falls Church High School (Academy) 3 Edison High School (Academy) 2 Lake Braddock Secondary School 5 Mount Vernon High School 0

Gender Number of Students Receiving a Recruitment

Contract Female 18 Male 4

Race/Ethnicity Number of Students Receiving a Recruitment

Contract American Indian 0 Asian 2 Black/African American 2 Hispanic/Latino 5 Native Hawaiian/Other Pacific Islander

0

Two or More Races 1 White 12

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372. Provide breakdown by all sub-groups for early hires.

Gender Number of Individuals Receiving a Recruitment Contract

Female 156 Male 28 Declined to Answer 1

Race/Ethnicity Number of Individuals Receiving a Recruitment

Contract American Indian 0 Asian 17 Black/African American 12 Hispanic/Latino 14 Native Hawaiian/Other Pacific Islander

0

Race Not Given 6 Two or More Races 6 White 130

373. Compare school-specific versus division-wide data on hires to data on diversity of

qualified applicants and identify any trends and best practices by region.

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2015-2016 2016-2017Teacher Applicants (Nov. 1-Oct.31) 6,949 6,869 6,667Qualified Applicants 6,602 6,303 6,030Total Hired for School Year 1,898 1,870 1,873

White (Total Applicants) 4,459 64.17% 4,445 64.71% 4,256 63.84%White (Qualified Applicants) 4,287 64.93% 4,146 65.78% 3,917 64.96%White (Hired) 1,435 75.61% 1,394 74.55% 1,392 74.32%Black (Total Applicants) 948 13.64% 816 11.88% 857 12.85%Black (Qualified Applicants) 891 13.50% 714 11.33% 744 12.34%Black (Hired) 142 7.48% 161 8.61% 161 8.60%Hispanic (Total Applicants) 461 6.63% 441 6.42% 440 6.60%Hispanic (Qualified Applicants) 432 6.54% 393 6.24% 394 6.53%Hispanic (Hired) 117 6.16% 113 6.04% 109 5.82%American Indian (Total Applicants) 6 0.09% 14 0.20% 11 0.16%American Indian (Qualified Applicants) 6 0.09% 12 0.19% 11 0.18%American Indian (Hired) 2 0.11% 1 0.05% 3 0.16%Asian (Total Applicants) 491 7.07% 538 7.83% 517 7.75%Asian (Qualified Applicants) 442 6.69% 474 7.52% 434 7.20%Asian (Hired) 129 6.80% 127 6.79% 137 7.31%Native Hawaiian/Other Pacific Islander (Total Applicants) 5 0.07% 9 0.13% 10 0.15%Native Hawaiian/Other Pacific Islander (Qualified Applicants) 4 0.06% 7 0.11% 9 0.15%Native Hawaiian/Other Pacific Islander (Hired) 2 0.11% 3 0.16% 1 0.05%Two or More Races (Total Applicants) 279 4.01% 298 4.34% 294 4.41%Two or More Races (Qualified Applicants) 261 3.95% 274 4.35% 267 4.43%Two or More Races (Hired) 71 3.74% 71 3.80% 70 3.74%Race Not Given (Total Applicants) 300 4.32% 308 4.48% 282 4.23%Race Not Given (Qualified Applicants) 279 4.23% 283 4.49% 254 4.21%Race Not Given (Hired) N/A N/A N/A N/A N/A N/A

2015-2016 2016-2017Teacher Applicants (Nov. 1-Oct.31) 6,949 6,869 6,667Qualified Applicants 6,602 6,303 6,030Total Hired for School Year 1,898 1,870 1,873

Male (Total Applicants) 1,673 24.08% 1,612 23.47% 1,558 23.37%Male (Qualified Applicants) 1,608 24.36% 1,448 22.97% 1,402 23.25%Male (Hired) 313 16.49% 266 14.22% 321 17.15%

Female (Total Applicants) 5,185 74.62% 5,169 75.25% 5,020 75.30%Female (Qualified Applicants) 4,906 74.31% 4,773 75.73% 4,545 75.37%Female (Hired) 1,585 83.51% 1,604 85.78% 1,552 82.86%

Gender Not Given (Total Applicants) 90 1.30% 88 1.28% 89 1.33%Gender Not Given (Qualified Applicants) 88 1.33% 82 1.30% 83 1.38%

2017-2018

2017-2018

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Region Offices have shared diversity hiring data with each school principal and took the lead in having a conversation about the data trends.

374. Provide more information on the use of the Gallup survey, considered changes, and

additional updates, as available.

Currently, school-based administrators consider a candidate’s Gallup Teacher Insight score as one of many data points when making interviewing and hiring decisions.

Given concerns expressed by internal and external stakeholder groups, the Department of Human Resources is evaluating the role the Gallup Teacher Insight Survey plays in candidate selection. The current contract with Gallup is set to expire June 30, 2020.

375. How much credit do we give for years served in other jurisdictions, and from the military

and what other incentives do we offer?

Experience credit for new and former FCPS teachers is governed by FCPS Regulation 4625 Experience Credit-New and Former Teachers. The maximum allowed work experience credit under the current regulation is 15 years. Currently, FCPS does not provide experience credit for military service except in certain hard-to-fill career and technical positions for which there is not a teacher pathway.

376. Do we have any success luring career-switchers out of the IT industry?

We have had minimal success in luring career switchers from the IT industry into teaching positions.

377. Add additional block on the matrix showing number who chose not to report ethnicity on new slide.

Baseline Diversity 2017-2018 Diversity

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Asian Equally Represented 7% hires (n=127) and 7% applicants (n=481)

Equally Represented 7% hires (n=137) and 7% applicants (n=434)

Black Underrepresented 8% hires (n=150) and 12% applicants (n=789)

Underrepresented 9% hires (n=161) and 12% applicants (n=744)

Hispanic Equally Represented 6% hires (n=115) and 6% applicants (n=389)

Underrepresented 6% hires (n=109) and 7% applicants (n=394)

White Overrepresented 75% hires (n=1,471) and 66% applicants (n=4,323)

Overrepresented 74% hires (n=1,392) and 66% applicants (n=3,917)

Two or More Races/American Indian/Native Hawaiian/Other Pacific Islander

And 4% applicants (n=285) 4% hires (n=74) and 5% applicants (n=287)

Race Not Provided

4% applicants (n=282) 4% applicants (n=254)

Denominators: 17-18 Total Hires= 1,873 17-18 Total Applicants=6,030

378. Provide more data on the ROI in the recruitment of new teachers.

The Office of Talent Acquisition and Management, in collaboration with school-based and central office-based administrators work to promote FCPS as an employer of choice within the industry. One strategy used to accomplish that goal is ensuring an FCPS presence at networking events, resume/mock interview events, FCPS hiring events, traditional college and online job fairs. During the 2017-2018 recruiting season, FCPS administrators and HR staff attended a total of 67 events. A total of 2,638 teacher candidates interacted with our recruiters at these 67 events. Of those 2,638 candidates, 544 individuals were hired as FCPS teachers, resulting in a cumulative yield ratio of 21%. One may think that this appears to be low; however, this source accounted for approximately one-third of our overall teacher hires for the year.

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Additionally, candidates who have a great experience interacting with our recruiters often will spread the news to friends and colleagues resulting in a secondary impact. Over the course of the season, a total of $93,296 was spent on advertisement and other costs associated with attending these events. The cost per hire, not including internal costs such as FCPS staff salary, is $171.50. The average cost per event was $1,392. In an article published September 2017, the Learning Policy Institute states, “Research shows that urban districts can, on average, spend more than $20,000 on each new hire, including school and district expenses related to separation, recruitment, hiring, and training.”

379. Provide more data on the ROI in the retention by subcategory over time 1-5 years.

This is the first year that we are incorporating ROI information into the annual Strategic Plan reports. The information provided is an initial look. The depth of reporting will improve in subsequent years as we align our programs, services, projects and initiatives to the focused Plan and its improved metrics. Going forward, the Office of Research and Strategic Improvement (ORSI) will assist with establishing data collection methods.

380. Consider partnering with the county on “grow your own” as well as working with the

DoD organizations for military retirees that may want to enter the teaching profession.

See response to question #369.

381. Add numerator and denominator wherever there is a percentage shown on the new

chart. See response to question #377.

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382. Provide information on openings by content area and/or grade level.

Subject Area Total Vacancies

American Sign Language Teacher, HS 1

Arabic Language Teacher, HS 3

Art Teacher 49

Assessment Coach 1

Auto Technology Teacher, HS 1

Band Director, HS 1

Band Music Teacher, MS 3

Biology Teacher 32

Business & Information Technology Teacher 16

Business Cooperative Office Education Teacher, HS 1

Chemistry Teacher, HS 9

Chinese Language Teacher 11

Computer Systems Technology Teacher, HS 1

Cosmetology Teacher, HS 1

Criminal Justice Teacher, HS 4

Curriculum Resource Teacher 3

Dance Teacher, HS 2

Engineering Systems Teacher, HS 1

English Teacher 78

ESOL Teacher 69

Family & Consumer Science Teacher, HS 2

Family & Consumer Science Teacher, MS 5

FECEP/Headstart Teacher 14

Fire & Emergency Medical Sciences Teacher, HS 1

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French Immersion Teacher, ES 2

French Language Teacher 12

General Science Teacher, MS 19

Geosystems Teacher, HS 10

German Immersion Teacher, ES 1

German Language Teacher 7

Gifted Education Teacher 40

Grade 6 Teacher, MS 4

Grades 1-3 Teacher, ES 204

Grades 4-6 Teacher, ES 186

Head Librarian, MS 3

Health & Physical Education Teacher 25

History & Social Studies Teacher 69

IB Coordination Teacher, MS 1

Itinerant Music, Band, Teacher 12

Itinerant Music, Strings, Teacher 17

Japanese Immersion Teacher, ES 3

Japanese Language Teacher, MS 1

JROTC Army Senior Instructor, HS 1

Kindergarten Teacher, ES 68

Korean Immersion Teacher, ES 1

Korean Language Teacher 4

Lab Technology Teacher, HS 1

Latin Language Teacher, HS 5

Librarian 15

Marketing Education Teacher, HS 3

Mathematics Teacher 82

Music Teacher 61

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Occupational Therapist 18

Physical Education Teacher, ES 25

Physical Therapist 3

Physics Teacher, HS 19

Reading Teacher 13

Resource Teacher 64

School Counselor 65

Spanish Immersion Teacher, ES 10

Spanish Language Teacher 45

Special Education Teacher 422

Speech & Drama Teacher 8

Speech Language Pathologist 32

Systems of Support Teacher 1

Technology Education Teacher 4

Title I Resource Teacher, ES 22

Vietnamese Teacher, HS 1

383. Provide more information on retention by subgroup beyond 5 years.

The new Equity Profile is a part of the work outlined in the One Fairfax Policy and provides data for the desired outcomes and metrics outlined in the Strategic Plan, including retention data. Three years of data is provided via the links below and can be disaggregated and analyzed to view division and school performance trends. Additionally, the Monthly Separation Report has been updated to include the demographic breakdown of separating employees. Equity Profile Goal 3: Premier Workforce – https://www.fcps.edu/node/37450

• Retention Data - https://public.tableau.com/views/Retention_27/About?%3Aembed=y&%3AshowVizHome=no

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384. Provide information showing data gathered from applicants not hired, when available.

Teacher Job Offers Made Between March 23, 2018-October 31, 2018

Race/Ethnicity

Percent of Offered - Diversity

Percent of Accepted - Diversity

Total Offered

Total Declined

Percent of Total Declined

White 74.5% 74.7% 1538 123 8.0%

Black or African American 9.0% 8.8% 186 20 10.8%

Asian 6.7% 6.6% 138 12 8.7%

Hispanic or Latino 6.4% 6.4% 133 11 8.3%

Two or More Races 3.2% 3.3% 66 3 4.5%

American Indian or Alaskan Native 0.1% 0.2% 3 0 0.0%

Decline to Answer 0.0% 0.0% 1 1 100.0%

Gender Total Offered

Total Declined

Percent of Total Declined

Female 1696 149 8.8%

Male 369 21 5.7%

385. Provide data on average age of educators in FCPS.

The average age for teacher scale employees is 42 years.

386. Consider developing a diverse panel to review applications/new hires.

This recommendation will be considered as we continue to refine the Teacher Hiring Practices framework. Two potential obstacles to achieve diverse interview panels include:

• How does a school with little to no diversity assemble a diverse panel? • When most of the staff is away from the school building on summer

break, how does a school assemble a diverse panel during what is quite often the busiest part of the hiring season?

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Continuing with the work related to teacher hiring practices, the Office of Talent Acquisition and Management plans to offer training for school-based administrators this summer during the Leaders Need to Know sessions. Training will focus on interviewing best practices to include interviewer bias.

4/11/19 LT Compensation

387. Please provide the translations that were made for other areas of country and adjusted for DC metro area along with detail about why 2 positions are hard to compare to other jurisdictions, including an explanation of 54% range across scale. a) Because of the collection of data across the nation, geographic salary adjustments were made based on the U.S. Office of Personnel Management’s (OPM) FY 2018 locality pay rates. OPM area calculations are a common and accurate way to determine salary differences in that it not only uses data such as cost of living, but also local salary survey data.

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b) Although there were a number of challenges matching LT positions to other jurisdictions, only two positions lacked a sufficient number of matches to allow for analysis based on statistical significance of available like data. Chief equity officer - Attempts were made to match market sector positions with the responsibilities of the FCPS chief equity officer; however, we were not able to find any good matches. There were similar titles, which may cover a variety of equity-related issues, but we found them to differ in actual tasks and accountability. Some included only a small number of areas the FCPS position covered; others included additional areas, such as instructional services. Many equity titles across the market referred to only EEO compliance and/or talent recruitment practices. The chief equity officer’s organization is unique and, therefore, poses an obstacle for finding good matches in the market. We could possibly match to the lead equity/diversity position in an organization; however, these would not be true matches in that responsibilities differ, especially as they relate to all aspects of a K-12 entity versus solely an employment focus. Note: New equity positions have been added to three school divisions since the study was completed. While we cannot confirm them as matches at this point, it is important to

School District State County OPM Salary Table (for locality pay area)

OPM General Schedule

% Increase

Difference in Comparison

to FCPSHillsborough County Public Schools FL Hillsborough Rest of U.S. 15.37% -12.85%Orange County Public Schools FL Orange Rest of U.S. 15.37% -12.85%Charlotte-Mecklenburg Schools NC Mecklenburg Charlotte-Concord, NC-SC 16.21% -12.01%Clark County School District NV Clark Las Vegas-Henderson, NV-AZ 16.49% -11.73%Wake County Schools NC Wake Raleigh-Durham-Chapel Hill, NC 19.52% -8.70%Gwinnett County Public Schools GA Gwinnett Atlanta--Athens-Clarke County--Sandy Springs, GA-AL 21.16% -7.06%Miami-Dade County Public Schools FL Miami-Dade Miami-Fort Lauderdale-Port St. Lucie, FL 22.64% -5.58%Broward County Public Schools FL Broward Miami-Fort Lauderdale-Port St. Lucie, FL 22.64% -5.58%Palm Beach County Public Schools FL Palm Beach Miami-Fort Lauderdale-Port St. Lucie, FL 22.64% -5.58%Dallas Independent School District TX Dallas Dallas-Fort Worth, TX-OK 23.40% -4.82%Philadelphia City Public Schools PA Philadelphia Philadelphia-Reading-Camden, PA-NJ-DE-MD 24.59% -3.63%Chicago Public Schools IL Chicago Chicago-Naperville, IL-IN-WI 27.47% -0.75%San Diego Unified School District CA San Diego San Diego-Carlsbad, CA 27.88% -0.34%Fairfax County Public Schools VA Fairfax Washington-Baltimore-Arlington, DC-MD-VA-WV-PA 28.22% 0.00%Alexandria City Public Schools VA Alexandria City Washington-Baltimore-Arlington, DC-MD-VA-WV-PA 28.22% 0.00%Arlington Public Schools VA Arlington Washington-Baltimore-Arlington, DC-MD-VA-WV-PA 28.22% 0.00%Loudoun County Public Schools VA Loudoun Washington-Baltimore-Arlington, DC-MD-VA-WV-PA 28.22% 0.00%Prince William County Public Schools VA Prince William Washington-Baltimore-Arlington, DC-MD-VA-WV-PA 28.22% 0.00%Montgomery County Public Schools MD Montgomery Washington-Baltimore-Arlington, DC-MD-VA-WV-PA 28.22% 0.00%Prince George's County Public Schools MD Prince George Washington-Baltimore-Arlington, DC-MD-VA-WV-PA 28.22% 0.00%Baltimore County Public Schools MD Baltimore Washington-Baltimore-Arlington, DC-MD-VA-WV-PA 28.22% 0.00%DC Public Schools DC DC Washington-Baltimore-Arlington, DC-MD-VA-WV-PA 28.22% 0.00%Los Angeles Unified School District CA Los Angeles Los Angeles-Long Beach, CA 30.57% 2.35%Houston Independent School District TX Houston Houston-The Woodlands, TX 31.74% 3.52%

*Locality pay adjustment implemented on National School District Data only.

Superintendent's Leadership Team StudySALARY ADJUSTMENT TABLE

for Locality Pay Area

Based on 2018 General Schedule (GS) Locality Pay Tables, retrieved September 20, 2018 from https://www.opm.gov/policy-data-oversight/pay-leave/salaries-wages/2018/general-schedule/

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recognize the evolution towards a focus on equity in K-12 organization’s mission as is evidenced by the current FCPS equity perspective. Assistant superintendent, facilities & transportation services - Attempts were made to match market sector positions with the responsibilities of the FCPS position; however, we were only able to find a minimal number of good matches and, therefore, chose to not include this position, as the data would not be statistically significant. Most of the market had lead positions that handled either transportation or facilities, but not both. The organization for this assistant superintendent is unique and, therefore, poses an obstacle for finding good matches in the market. c) FCPS has had a 54% range for the LT salary scale since 2012. Before that it was in the 35-45% range. Comparator school division salary ranges, for those that use any form of scale, are anywhere between 8% and 80% (some varying among positions within their leadership teams), with over 50% falling between 40-60%. Maintaining the current width holds the current minimums/midpoints/maximums. Reducing the width would result in raising the minimums, which would raise the midpoints, the traditional points of comparison. In addition, this approach retains some pay structure stability with current incumbents, while at the same time offering some flexibility and works well if there is a desire to further transition the pay approach for the LT group. The 54% width provides for stability for the executive population, allows a reasonable bridge to a new scale design, is within comparator approaches, and allows for transition if performance pay is discussed.

388. Provide recommendations on pay bands and how to ensure transparency and

accountability to the public while giving superintendent flexibility that is being requested.

These salary structures are similar to scales with steps but provide a range of pay instead of steps. Pay bands offer flexibility within a range while the maintaining ability to analyze the market effectively, as they allow us to compare minimum, midpoint, and maximum pay, which is a traditional approach for market studies.

The benefit of pay bands, specifically using the current range, includes the following:

• Offers ability to provide at-hire salaries which optimize point-in-time Superintendent’s focus on needs, funding, available candidates, and market conditions/relevance.

• Maintains (does not raise) current and traditionally public sector comparator minimum, midpoint, and maximum.

• Matches the comparably sized school division market’s common use of pay bands.

• Allows for flexibility in market vs. internal equity tensions.

• Offers ability to provide salary increases, while ensuring accountability and transparency.

- Recommendation provides for a standard, shared percentage increase tied to the average increase for FCPS employees, ensuring internal equity.

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- LT contract process is not recommended to change. - FCPS budget proposal provides for a step increase and a 1% MSA in FY 20, equating

to a 3.62% individual employee average increase. This average increase for all employees is what is being recommended for use in the LT pay bands structure for potential annual increases.

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143,356 169,434 169,435 196,541 196,542 221,337

Min Mid Max143,356 182,347 221,337

LT-1 Pay Band

Width = 54%

RECOMMENDATION: LT-1 Pay Band (3 bands)Band 2Band 1 Band 3

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389. Provide job descriptions for each job category.

Please find job descriptions for the positions studied, as well as organizational charts for clarity here.

390. What kind of accountability measures will be built into LT pay moving forward?

Evaluation for the Leadership Team is currently patterned in-line with the performance evaluation of all employees. DHR, in partnership with the Professional Growth and Career Development team is currently working towards the implementation of both a new software and new approach to performance evaluation and professional development. If FCPS desires a focus on performance models that align with LT compensation, relevant goals, reliable performance measures, consistent monitoring, and meaningful evaluation will need to be developed to effectively implement a sustainable change in the pay approach. The pay band model can support this evolution or pay differences can be provided via deferred compensation options.

391. Provide information on positions that were excluded from review.

See #387 b above. These two positions were reviewed but excluded from the presentation. Based on the analysis, it was determined that a sufficient number of good matches were statistically inadequate and, therefore, conclusions comparing salaries could not be drawn. On a more positive note, much was learned about the organizations of comparator divisions related to these positions.

In addition, some salary data was compiled for positions that had similar titles and/or that held part of the accountability of the FCPS position.

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392. Provide benchmarking of our LT positions as close to the County LT positions as possible.

393. Provide benchmarking of our LT positions compared to LT positions in other large

WABE divisions.

FCPS Job PositionFairfax County Government (FCG) Position Match

# of Direct

Reports*

FCGPay RangeMinimum

FCGPay RangeMidpoint

FCGPay RangeMaximum

FCPSPay RangeMidpoint

FCPS/FCG Midpoint

Differential

FCGACTUAL SALARY

FCPS Actual Salary

FCPS/FCG Actual

Differential

FCGNon-Salary

CompensationDeputy Superintendent NO MATCH - - - - - - - - - Chief Operating Officer Chief Financial Officer/DMB Director 10 $133,952 $178,603 $223,253 $189,370 106% $223,253 $200,110 90% Severance Pay**Chief Equity Officer NO MATCH - - - - - - - - -

Division Counsel County Attorney 5 - - - $182,347 - $234,305 $196,542 84%Defer. Comp.*** and severance pay**

Assistant Superintendent, Facilities & TransportatioDirector, Facilities Management Department 5 $100,408 $133,878 $167,347 NM NM NM NM NMAssistant Superintendent, Financial Services Dept of Management and Budget Director 2 $115,433 $153,911 $192,388 NM NM NM NM NMAssistant Superintendent, Human Resources Human Resources Director 1 $115,433 $153,911 $192,388 $182,347 118% $188,551 $196,542 104% Severance Pay**Assistant Superintendent, Information Technology Director Information Technology 2 $121,127 $161,503 $201,878 $182,347 113% $201,879 $212,743 105% Severance Pay**Assistant Superintendent, Instructional Services NO MATCH - - - - - - - - - Assistant Superintendent, Special Services NO MATCH - - - - - - - - - Assistant Superintendent, Region NO MATCH - - - - - - - - - NOTE: Position matches in blue reflect the closest similar position; however, it is not a good comparable and therefore not included in calculations.Those listed as "no match" are instructional-based positions; no similar comparables found in county.*Estimate based on FY19 Fairfax County Government Budget Report.** Severance pay to be paid at the rate of pay at time of lay off will be granted to non-probationary merit employees laid off in accordance based on years of service.*** The maximum annual contribution limit is 80% of gross wages or the normal contribution limit in effect that year, whichever is less. The 2019 normal contribution limit is $19,000. Participants age 50 and older are eligible to defer an additional amount above the normal contribution limit. For 2019, the age 50 limit is $25,000. Employees who qualify for normal retirement in less than four years may be eligible for a higher contribution limit called a special catch-up. The

FCPS Job PositionSchool Division APosition Match

Div. APay RangeMinimum

Div. APay RangeMidpoint

Div. APay RangeMaximum

FCPSPay RangeMidpoint

FCPS/Div. A Midpoint

Differential

Div. AACTUAL SALARY

or average if multiple incumbents

FCPS ACTUAL SALARY

or average if multiple incumbents

FCPS/Div. A Actual

Differential

Div. ANon-Salary

CompensationDeputy Superintendent NO MATCH - - - - - - - - Chief Operating Officer NO MATCH - - - - - - - - Chief Equity Officer NO MATCH - - - - - - - - Division Counsel Division Counsel - - - $182,347 - $199,007 $196,542 99% None Assistant Superintendent, Facilities & TransportatiAssistant Superintendent, Support Services - - - $182,347 - $199,007 $204,482 103% None Assistant Superintendent, Financial Services Assistant Superintendent, Business & Financial Services* - - - $182,347 - $196,917 $212,744 108% NoneAssistant Superintendent, Human Resources Assistant Superintendent, Human Resources and Talent Dev. - - - $182,347 - $201,964 $196,542 97% None Assistant Superintendent, Information TechnologyAssistant Superintendent, Digital Innovation - - - $182,347 - $196,917 $212,743 108% None Assistant Superintendent, Instructional Services Assistant Superintendent, Instruction - - - $182,347 - $199,578 $188,909 95% None Assistant Superintendent, Special Services Assistant Superintendent, Pupil Services - - - $182,347 - $196,917 $173,672 88% None Assistant Superintendent, Region NO MATCH - - - - - - - - *Does not include Food/Nutrition Services.

FCPS Job PositionSchool Division BPosition Match

Div. BPay RangeMinimum

Div. BPay RangeMidpoint

Div. BPay RangeMaximum

FCPSPay RangeMidpoint

FCPS/Div. B Midpoint

Differential

Div. BACTUAL SALARY

or average if multiple incumbents

FCPS ACTUAL SALARY

or average if multiple incumbents

FCPS/Div. B Actual

Differential

Div. BNon-Salary

Compensation

Deputy Superintendent Deputy Superintendent $186,865 $211,900 $236,934 - - $223,331 $216,606 97%Car Provided; severance neg.

Chief Operating Officer NO MATCH - - - - - - - - Chief Equity Officer NO MATCH - - - - - - - -

Division Counsel Division Counsel $169,878 $195,866 $221,853 $182,347 93% - $196,542 - $70,000 defer. comp.; severance neg.

Assistant Superintendent, Facilities & TransportatiDirector of Facilities Services** $113,362 $159,146 $204,929 NM NM $142,011 NM NM Severance neg.Assistant Superintendent, Financial Services Associate Superintendent for Finance and Support Services $169,878 $195,866 $221,853 $182,347 93% $209,117 $212,744 102% Severance neg.Assistant Superintendent, Human Resources Associate Superintendent for Human Resources $169,878 $195,866 $221,853 $182,347 93% $209,117 $196,542 94% Severance neg.Assistant Superintendent, Information TechnologyAssociate Superintendent for Communications and Technology S $169,878 $195,866 $221,853 $182,347 93% $209,117 $212,743 102% Severance neg.Assistant Superintendent, Instructional Services Director of Student Learning $113,362 $159,146 $204,929 $182,347 115% - $188,909 - Severance neg.

Assistant Superintendent, Special Services Director of Special Education and Director of Student Services* $101,047 $141,855 $182,663 NM NM NM NM NM Severance neg.Assistant Superintendent, Region Associate Superintendent $169,878 $195,866 $221,853 $182,347 93% $209,117 $180,008 86% Severance neg.NOTE: Position matches in blue reflect the closest similar position; however, it is not a good comparable and therefore not included in calculations.*Does not include both Special Education and Student Support Services.**Does not include transportation and safety/security.

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FCPS Job PositionSchool Division DPosition Match

Div. DPay RangeMinimum

Div. DPay RangeMidpoint

Div. DPay RangeMaximum

FCPSPay RangeMidpoint

FCPS/Div. D Midpoint

Differential

Div. DACTUAL SALARY

or average if multiple incumbents

FCPS ACTUAL SALARY

or average if multiple incumbents

FCPS/Div. D Actual

Differential

Div. DNon-Salary

CompensationDeputy Superintendent Chief of School Support and Leadership $152,239 $188,394 $224,549 - - $222,144 $216,606 98% No ResponseChief Operating Officer Chief Operation Officer $152,239 $188,394 $224,549 $189,370 101% - $200,110 - No ResponseChief Equity Officer Officer of Diversity Affairs** $99,907 $137,867 $175,826 NM NM NM NM NM No ResponseDivision Counsel General Counsel $152,239 $188,394 $224,549 $182,347 97% - $196,542 - No ReponseAssistant Superintendent, Facilities & TransportatiAssociate Superintendent, Supporting Services** * - - - NM NM $190,297 NM NM No ResponseAssistant Superintendent, Financial Services Chief Financial Officer* - - - NM NM $186,492 NM NM No ResponseAssistant Superintendent, Human Resources Chief of Human Resources $152,239 $188,394 $224,549 $182,347 97% - $196,542 - No ResponseAssistant Superintendent, Information TechnologyChief Information and Technology Officer $152,239 $188,394 $224,549 $182,347 97% - $212,743 - No ResponseAssistant Superintendent, Instructional Services Executive Director, Curriculum & Instruction - - - $182,347 - - $188,909 - No ResponseAssistant Superintendent, Special Services Assoc Supt for Special Education & Student Services - - - $182,347 - $190,297 $173,672 91% No ResponseAssistant Superintendent, Region Area Associate Superintendent (3 - ES, MS, HS) - - - $182,347 - $182,835 $180,008 98% No ResponseNOTE: Position matches in blue reflect the closest similar position; however, it is not a good comparable and therefore not included in calculations.*Does not include both Food/Nutrition Services and Procurement.**Does not include special services.***Does not include safety/security.

FCPS Job PositionSchool Division E Position Match

Div. EPay RangeMinimum

Div. EPay RangeMidpoint

Div. EPay RangeMaximum

FCPSPay RangeMidpoint

FCPS/Div. E Midpoint

Differential

Div. EACTUAL SALARY

or average if multiple incumbents

FCPS ACTUAL SALARY

or average if multiple incumbents

FCPS/Div. E Actual

Differential

Div. ENon-Salary

Compensation

Deputy Superintendent Deputy Superintendent of School Support and Improvement - - - - - $228,500 $216,606 95%$8,400/yr Car allow.; $12,000 defer. comp.

Chief Operating Officer Chief Operating Officer - - - $189,370 - $228,500 $200,110 88%$8,400/yr Car allow.; $12,000 defer. comp.

Chief Equity Officer Director, Equity Initiatives Unit*** $115,221 $131,320 $147,420 NM NM NM NM NM None

Division Counsel In-House General Counsel - - - $182,347 - $209,500 $196,542 94%$8,400/yr Car allow.; $12,000 defer. comp.

Assistant Superintendent, Facilities & TransportatiDirector II, Dept of Facilities Management**** $122,136 $139,200 $156,263 NM NM NM NM NM None

Assistant Superintendent, Financial Services Chief Financial Officer* - - - NM NM $228,500 NM NM$8,400/yr Car allow.; $12,000 defer. comp.

Assistant Superintendent, Human Resources Associate Superintendent, Office of Human Resources and Development - - - $182,347 - $184,500 $196,542 107%

$8,400/yr Car allow.; $12,000 defer. comp.

Assistant Superintendent, Information TechnologyChief Technology Officer - - - $182,347 - $184,500 $212,743 115%$8,400/yr Car allow.; $12,000 defer. comp.

Assistant Superintendent, Instructional ServicesAssociate Superintendent, Office of Curriculum & Instruction Program - - - $182,347 - $184,500 $188,909 102%

$8,400/yr Car allow.; $12,000 defer. comp.

Assistant Superintendent, Special Services Associate Superintendent, Office of Special Education** - - - NM NM $184,500 NM NM$8,400/yr Car allow.; $12,000 defer. comp.

Assistant Superintendent, Region Area Associate Superintendent - - - $182,347 - $184,500 $180,008 98%$8,400/yr Car allow.; $12,000 defer. comp.

NOTE: Position matches in blue reflect the closest similar position; however, it is not a good comparable and therefore not included in calculations.*Does not include both Food/Nutrition Services and Procurement.**Does not include both Special Education and Student Support Services.***Does not include special services.****Does not include transportation and safety/security.

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394. Provide the actual pay for LT members and the number it applies to.

All positions in the study are single incumbent roles, with the exception of the Regional Assistant Superintendents or RAS. The division currently has five RAS positions, overseeing schools in the five regions of the county and these are included in the chart below.

FCPS JOB POSITIONACTUAL SALARY

NON-SALARY COMPENSATION

Deputy Superintendent $216,606 $9,960 Annual Car AllowanceChief Operating Officer $200,110 $9,960 Annual Car AllowanceChief Equity Officer $212,359 $9,960 Annual Car AllowanceDivision Counsel $196,542 $9,960 Annual Car AllowanceAssistant Superintendent, Facilities & Transportation $204,482 $9,960 Annual Car AllowanceAssistant Superintendent, Financial Services $212,744 No Car AllowanceAssistant Superintendent, Human Resources $196,542 No Car AllowanceAssistant Superintendent, Information Technology $212,743 $9,960 Annual Car AllowanceAssistant Superintendent, Instructional Services $188,909 $9,960 Annual Car AllowanceAssistant Superintendent, Special Services $173,672 $9,960 Annual Car AllowanceAssistant Superintendent, Region 1 $181,574 $9,960 Annual Car Allowance

Assistant Superintendent, Region 2 (Lead) $185,206$9,960 Annual Car Allowance; $12,000 Annual Lead RAS Stipend

Assistant Superintendent, Region 3 $173,672 $9,960 Annual Car AllowanceAssistant Superintendent, Region 4 (interim) - - Assistant Superintendent, Region 5 $178,014 No Car Allowance

FY19 Leadership Team CompensationSuperintendent's Leadership Team Study

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395. Consider putting in a complexity factor to rate job, to delineate magnitude of the other

divisions relative to ours. Staff will review the feasibility of the request to create complexity factors for future market studies. For the LT compensation study, the main areas of focus for position comparison, analysis, and matching were:

- Division (size, student count, budget) - Placement in the organizational hierarchy; reporting structure - Organizational accountability – span of control (headcount and/ or direct reports),

scope (areas of accountability; depth/breadth of practice where available: variety of sections under position’s organization)

- Title - Minimum qualification requirements - knowledge, skills, education, experience - Geographical area (premium) - Pay philosophy or type (scales, contracts, etc.) and actual salary - Other non-salary compensation where available

396. In rating the position, include how many employees, what size budget and how many

students for which each LT member is responsible.

See #395. When reviewing each position, these factors were included where they were available and then determinations were made if there were enough data points among comparator jurisdictions to be statistically relevant for comparisons across the group. While jurisdictional overall budget and student headcounts were generally available, each position’s budgetary accountability was rarely available in this manner.

397. Include total compensation in addition to salary for each position including other

jurisdictions where available.

4/29/19 FY 2020 Advertised Budget

398. Allocate $600,000 from flexibility reserve to fund the sensors for the movable walls.

399. Provide a multi-year plan for bringing IA salaries at a minimum to 50% of the BA salaries for teachers with the first investment being in FY20.

Instructional Assistant (IA) and Public Health Training Assistant (PHTA) salaries could be enhanced to a minimum of 50% of the BA teacher scale salaries over a 3-year period at a total cost of $8.1 million with an initial investment of $2.7 million in FY20. The FY20 investment includes enhancements to both the IA/PHTA and

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Public Health Attendant (PHA) pay ranges which reside within the Classroom Instructional Support scale. Currently, PHA salaries are linked to be 12% less than IA/PHTA salaries. A multiyear approach will require targeted enhancements of various steps on both pay ranges over that time as the IA/PHTA salaries for two steps (steps 18 and 19) are already more than 50% of the BA teacher scale salaries.

With the 3-year plan, grandfathered IAs on Step 21 and grandfathered PHTAs on Steps 17,18, and 19 will be subsumed into the new scale with the first year of enhancement. Grandfathered IAs on Steps 22, 23, and 24 and grandfathered PHTAs on Step 20 will not be subsumed until the next enhancements occur in FY21 or FY22.

This plan will result in salary enhancements to the Classroom Instructional Support scale beyond the 1% Market Scale Adjustment and step increase already included in the FY20 Advertised Budget. Thus, classroom Instructional Support scale employees will see additional salary enhancements of 0.1% to 3.5% beyond MSA and step.

To complete the 3-year enhancement plan, $2.7 million will be required in both FY21 and FY22. However, it should be noted that future estimated costs could change pending other salary/scale decisions and/or enrollment growth, staffing formula changes, etc. in either fiscal year.

This 3-year plan to enhance the Classroom Instructional Support scale is not without challenges. First, matching the IA/PHTA salaries to 50% of the BA teacher scale salaries would result in the salaries for some steps on IA/PHTA and PHA salary ranges being reduced from the current amounts. Additionally, a multiyear approach extends the time required to establish salary ranges that fully subsume all grandfathered IAs and PHTAs.

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400. Restraint and seclusion –additional funding needs to address the immediate concerns of this community with best practices for behavioral interventions, communications, supports, and professional development.

Costing Presented at May 2 Work Session

Position/Items FTE Cost ($ in

millions)

Status

Behavior Management Teacher (BITs) 5.0 $.50 FY Proposed Budget Amendment

Special Ed Specialist, Ombudsman Office 1.0 $.15 FY19 Budget Special Ed Great Beginnings Program n/a $.01 FY19 Budget External Review n/a $.01 FY19 Budget Total 6.0 $.66

Preliminary Placeholder Recommendation

Position/Items FTE Cost ($ in

millions)

Status

Behavior Management Teacher (BITs)

3.0 $.30 FY20 Preliminary Request

Training n/a $.30 FY20 Preliminary Request

Total 3.0 $.60

401. With regard to the proposed new staffing standard, provide a comparison of staffing at

all ES with what they would have received in staffing under old formula and what they would receive under new formula and showing for each school the FRM percentage. Include enrollment numbers.

Elementary School Staffing Chart

The attached chart provides a listing of each elementary school, by region, with individual school data including:

• K-3 initiative class size requirements;

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• percentage of eligibility for free or reduced meals (FRM);

• enrollment projections;

• the number of classroom teachers allocated; and

• the resulting pupil-teacher ratio. The first section reflects information from the FY19 budget. The middle section represents the FY20 information for enrollment and FRM with the old FY19 staffing standard applied. The third section represents the FY20 enrollment and FRM data with the new FY20 staffing standard applied. Using Aldrin as an example, Aldrin had 693 students projected in FY19 and a FRM of 15.7%. This resulted in 26 teachers and an average pupil-teacher ratio of 26.7. For FY20, Aldrin is projected to have 646 students or a reduction of 47 students with a FRM of 14.4%. Application of the old staffing standard would have resulted in a total of 24 teachers—two less than in FY19—due to enrollment loss, and an increase in pupil-teacher ratio to 26.9. Using the new staffing standard results in 26 teachers or two more teachers than would be allocated under the old formula, even though there is a loss of 47 students projected. The resulting pupil-teacher ratio of 24.8 to 1 is also reduced 4 System wide (last page of attachment), application of the old staffing standard, against the FY 20 projected enrollment, would have resulted in 38 less classroom teachers system wide—again due to a projected enrollment decline of 1,292 students at the elementary level. Instead, the increase in teachers, funded from the staffing reserve, is 188 classroom teachers with a drop in pupil teacher ratios from 24.3 to 23.1.

402. List of 9 schools that would no longer be Title I considering the change from 45 to 55%

threshold in FY21.

The nine Title I grandfathered schools will continue with Title I eligibility and allocations for the 2019-2020 school year, and this will allow principals to maintain school staffing. In 2020-2021, these grandfathered schools will exit Title I IF their FRM % does not increase to 55% or more. Principals are encouraged to have families complete the FRM applications during the 2019-2020 school year to increase the number of qualifying students. If the school does not reach 55% or more FRM, they will exit Title I and, if approved, will receive a 1.0 FTE from the staffing reserve to maintain some support. This will be a one-year hold harmless allocation.

Grandfathered Schools 2019-2020

February 2019 FRM %

Centre Ridge 50.96%

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Forest Edge 52.83% Lake Anne 44.64% London Towne 53.66% Mason Crest 49.62% Rose Hill 47.52% Springfield Estates 50.13% Timber Lane 53.87% Washington Mill 52.58%

403. Provide cost of Restraint and Seclusion solution package, where the practices are in place, what training is required? Look at family interaction portion and how to reconcile with the impacted families

Costs for the solution package were shared with the School Board at the May 2nd work session. See chart referenced in question 3 above.

404. Provide best practices on how to reduce or eliminate Restraint and Seclusion.

Evidence-based Alternatives to Restraint and Seclusion

• School-wide Positive Behavior Interventions and Supports is a Tier 1 systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success.

• PBIS is not a packaged curriculum, but an approach that defines core elements that can be achieved through a variety of strategies.

Best Practice Components of School-wide PBIS include:

• Comprehensive and Individualized Positive Behavior Support • Prevention and Early Intervention • Education and Capacity Building • Crisis Prevention and Intervention Training • Evidence-Based Classroom Strategies • Functional Behavioral Assessment • Behavior Intervention Plans • Trauma Informed Practices

405. Provide additional detailed information on slide 23 – Staffing standards.

In addition to the information provided below, the chart provided in response to next step #401 provides the classroom teacher impact of the staffing formula changes. Staffing standards were not updated when the School Board adopted

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the elementary class size regulations (R1302). As a result, there was misalignment between budget staffing formulas and R1302. Over the last three years, this required allocation of the staffing reserve positions to schools later in the hiring cycle. In turn, this has not provided schools with allocations of positions in a timely fashion to allow them to recruit and hire the best candidates. While the budget formulas have changed from FY19 to FY20, there is not a large impact on actual staffing provided to schools since these changes were already being accommodated through reserve use. The following is a description of the changes depicted on slide 23.

• Kindergarten will change from a divisor of 27.25 with an FRM factor to a divisor of 25. State K-3 program schools will have a max class size of 19-24 based on their State status. Max class size of 28 for all other schools remains unchanged.

• Grades 1-6 will change from a divisor of 27.25 with an FRM factor to a divisor between 20 and 26 based on poverty level and enrollment in grades 1-6 (as detailed in the chart on the slide). Staffing floor and max size will no longer be included in the formula.

• Immersion programs will be staffed with 1 teacher position per upper grade level to ensure they are not negatively impacted by attrition. This is a change for schools previously staffed with 1-1.5 teachers and 1 IA. Two-way immersion not impacted as they do not have the attrition issues.

• AAP Center will change from a divisor of 27.25 to a divisor of 26.

• ESOL staffing will change from 20 positions per 1,000 students divisionwide to 0.5 teacher per 37.5 students (ie 1.0 teacher per 75 students rounded to the nearest ½ position). Following changes to WIDA cut scores it was necessary to update ESOL staffing.

406. Supt. to provide guidance about what are the strategic priorities of the budget changes. Dr. Brabrand will address this verbally at the work session on May 2,2019.

407. Prioritize all requested facilities positions – which are critical, and which may be postponed?

Custodial Positions: The original proposed request was for 9 positions for seven schools that require the most custodial coverage.

The most critical need is 5 positions, provided the Board continue its work to implement the recommendations of the Gibson study, which looked at the efficiency of custodial operations. Those 5 positions would be assigned to the schools with the most square footage: Kings Glen ES, Stenwood ES, Vienna ES, Franklin Sherman ES, and Columbia ES.

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Trades positions: The original request was for 10 positions: 8 trades positions, 1 security position, and 1 boundary coordinator.

The most critical need is 2 positions: 1 security position and 1 boundary coordinator. The security position would provide cybersecurity coverage, which is an area of increasing concern as we modernize our infrastructure. The boundary coordinator would ensure that the School Board’s revised boundary policy will be implemented efficiently and with fidelity.

408. Provide information to the Board on the creation of a rapid response team to be deployed when a principal/teacher experiences difficulty in SPED classrooms with restraint and seclusion issues.

The Department of Special Services (DSS) recommends that each school develop a Crisis Support Team. Each team should be comprised of 3-5 staff members from the school building that have been trained and certified in one of the recommended physical management systems (Mandt System® or Professional Crisis Management). It is recommended that the Crisis Support Team be comprised of individuals who have experience supporting students with behavioral challenges, including a building administrator. The primary goal is to respond in a timely manner to psychological and/or behavioral crisis in order to de-escalate and ensure the safety of students and staff. Every effort should be made to prevent the need for the use of physical restraint and for the use of seclusion. Each school should have a protocol on how to intervene and mobilize the Crisis Support Team during emergency situations. Fairfax County Public Schools believes that each child is a valued contributor in the education process and that all students have the inherent right to be treated with dignity and respect. The DSS Behavior Intervention and ABA teams do provide quick on-site responses to schools whenever possible to support crises.

409. Provide student achievement gains in correlation to class size driven by needs based

staffing. Information to the extent that it is available, be provided in the future Goal 1 report

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410. Consider whether our current SPED staffing formula is meeting the increasing needs of

our students. We have 32 individual staffing standards for special education identified in the appendix of the FY20 Proposed Budget on pages 149-152. The standards include formulas for the number of classroom teachers and assistants for various special education categories. A review of special education staffing standards is planned for the future.

411. Provide information on the types of staffing positions and other supports provided to

our Title I schools?

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Poverty Ranking Percent FRM

2019-20

Total Title I

Funded 2019-20

Instruc- tional Coach

Literacy Resource Teacher

Math Resource Teacher

AARTs ESOL STEAM/Science

Couns- elor

Social Workers

LYNBROOK 95.51 3.4 1.0 1.0 - - - 1.4 -GRAHAM ROAD 93.45 2.8 - - 2.0 - - 0.8 - -HUTCHISON 90.10 6.0 1.0 4.5 0.5 - - - - -WEYANOKE 85.95 3.0 1.0 1.0 1.0 - - -HYBLA VALLEY 84.85 7.0 - 4.0 3.0 - - - -BRADDOCK 83.67 5.0 - 2.0 1.0 1.0 - 1.0 -BAILEY'S UPPER 81.92 3.0 1.0 0.5 1.5 - - - - -GLEN FOREST 81.69 6.6 1.0 3.0 2.6 - - - - -BAILEY'S 80.61 4.8 - 2.0 1.8 0.5 - - 0.5 -DOGWOOD 78.48 3.6 - 0.8 1.5 - - 1.3 - -MOUNT VERNON WOODS 78.01 4.0 1.0 1.0 2.0 - - - - -ANNANDALE TERRACE 77.72 3.5 1.0 1.0 1.0 - - - 0.5 -GROVETON 75.43 3.6 1.0 1.0 - 1.0 - 0.6 - -PARKLAWN 75.34 3.7 1.0 1.0 1.0 0.2 - - 0.5 -POE MIDDLE 75.28 4.6 2.0 - 0.6 - - 1.0 1.0 -WOODLEY HILLS 74.19 3.0 1.0 - 1.0 0.5 - 0.5 - -WOODBURN 73.02 2.6 1.0 0.3 1.3 - - - - -MOUNT EAGLE 71.95 2.3 - 1.0 1.1 - 0.2 - - -CRESTWOOD 71.34 2.5 1.0 1.0 - - - - - 0.5GARFIELD 71.26 1.7 1.0 - 0.7 - - - - -RIVERSIDE 69.80 3.5 1.0 1.0 1.0 0.5 - - - -WESTLAWN 68.60 3.3 1.0 1.8 - - - - 0.5 -CAMERON 66.36 1.5 - - 1.0 0.5 - - - -WOODLAWN 63.78 2.5 1.0 0.5 1.0 - - - - -PINE SPRING 62.92 2.5 - 0.5 1.0 - 1.0 - - -BUCKNELL 61.66 1.0 - - 1.0 - - - - -BEECH TREE 61.52 1.5 - - 1.0 - - 0.5 - -BELVEDERE 61.21 1.6 - 0.6 1.0 - - - - -SLEEPY HOLLOW 59.36 1.5 - - 1.0 0.5 - - - -BREN MAR PARK 59.13 2.2 - 1.0 0.7 - - 0.5 - -HERNDON 58.99 4.0 - 2.5 1.5 - - - - -LORTON STATION 57.18 3.0 1.0 1.0 1.0 - - - - -BROOKFIELD 56.48 3.5 1.0 1.1 - 0.5 0.5 - - 0.4FORESTDALE 55.76 2.0 1.0 - - 0.5 - - 0.5 -CLEARVIEW 54.61 2.0 - 1.0 1.0 - - - - -HOLLIN MEADOWS 54.17 2.7 - 1.0 1.7 - - - - -TIMBER LANE 53.87 2.0 - 1.0 1.0 - - - - -LONDON TOWNE 53.66 2.4 - 1.5 - - - - 0.5 0.4FOREST EDGE 52.83 2.0 1.0 - - 0.5 - - 0.5 -WASHINGTON MILL 52.58 2.0 - - 1.4 - - 0.6 - -CENTRE RIDGE 50.96 2.5 1.0 0.5 1.0 - - - - -SPRINGFIELD ESTATES 50.13 1.2 - - 1.0 0.2 - - - -MASON CREST 49.62 1.8 - 1.0 0.8 - - - - -ROSE HILL 47.52 2.0 - 1.0 0.6 0.4 - - - -LAKE ANNE 44.64 1.0 1.0 - - - - - -

PROVIDENCE (City) 43.42 2.7 - 1.7 1.0 - - - - -DANIELS RUN (City) 30.31 1.6 1.0 0.6 - - - - - -TOTALS (all schools) 136.2 25 44.4 44.3 6.8 1.7 8.2 4.5 1.3

Projected* Title I School Staffing - 2019-20School 2019-20 Allocation and FTE Projections

* Projections are made using preliminary allocations released by VDOE and are based on February FRM and Direct Certification Data.Staffing subject to change pending Region and PM approval.

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412. Provide clarity on the “additional step 24” that may be added to the teacher scale.

The revised teacher scale includes 23 steps for all teacher scale pay lanes. As part of finalizing the teacher scale enhancements in FY20, the step 23 salaries for each pay lane will match the current FY19 maximum salaries. As a result, employees currently at the maximum step of each teacher pay lane will not receive a salary increase in FY20. Thus, the option of a 1% bonus was included in the FY20 Advertised Budget. To provide a permanent 1% MSA to only these employees will require that they are moved and maintained on a separate grandfather scale and no other employees will have the ability to access this scale.

413. Provide FCPS FY21 fiscal forecast. Staff will not begin development of a FY 21 Fiscal Forecast until the fall, once the FY 20 budget including budget document production is completed. County staff reports that the FY21 estimated gap indicated at the County’s pre-markup meeting was based on very early, high-level assumptions developed by the County for both County and Schools expenditures and revenue. As revealed at the work session, the County’s FY20 gap at the same time last year was estimated at approximately $60.14 million. According to County’s multiyear budget documents, the projected funds available for Schools was $59.74 million. However, $84.4 million was included in the County’s Advertised Budget for FY 20. Very early projections are often ultra-conservative for revenue and expenditures. Both revenue and expenditure assumptions for both County and Schools will most certainly change over the next six months.

414. How many years have the employees impacted not receive an MSA?

In FY18, a market scale adjustment (MSA) was not provided to teachers or non-teachers. In FY19, the teachers’ MSA was included in the enhancements; non-teachers received a 1% MSA. The School Board approved a 1% bonus for employees who did not receive compensation adjustments for both years. Prior to that, when an MSA was not included in the budget, employees did not receive a bonus. Below is a chart of the compensation increases provided to employees.

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Salary Increase History

Year Step 1 MSA Scale Implementation

FY 2010 Actual none none

FY 2011 Actual none none

FY 2012 Actual 2.60% 1.00%

FY 2013 Actual none 1.25%

FY 2014 Actual 2 none 2.00%

FY 2015 Actual 3 2.50% none

FY 2016 Actual 2.50% 0.62%

FY 2017 Actual 4 2.50% 1.00%

FY 2018 Approved 5 2.50% none

FY 2019 Approved (Teachers) 6 2.52% none 3.86%

FY 2019 Approved (Nonteachers) 7 2.93% 1.00% 2.13%

FY 2020 Proposed (Teachers)

FY 2020 Proposed (NonTeachers)

1 Average for all eligible employees (FY 2010-FY 2018).

2 Effective January 1, 2014.

3 Delayed to November for most employees.

4 Not included above is funding of $40.0 million as an initial investment to enhance the teacher salary scales.

5 Not included above is funding of $26.6 million for teacher salary scale enhancements.

6 Beginning in FY 2019, step represents the average increase for all employees (teachers).

7 Beginning in FY 2019, step represents the average increase for all employees (nonteachers).

415. What is the plan to regain the trust of our parents around Restraint and Seclusion? A Special Education Community Task Force will convene on June 24, 2019 to review restraint and seclusion practices and policies. The task force includes representation from parent and other stakeholder groups. The Parent Resource Center will collaborate with DSS to offer additional information sessions and trainings to meet the needs identified by parents. DSS will also be conducting additional training for parent liaisons to improve their understanding of special education in order for them to better support parents.

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416. Address support for ATS devices.

• ATS Resource Teachers provide ongoing Alternative Augmentative Communication (AAC) training to both FCPS staff and parents based on individual student needs.

• 36 ACC trainings have been offered by ATS during the 2018/2019 school year. In addition to these centrally offered trainings, ATS also provides ongoing school-based training as needed in support of student AT needs.

• ATS Resource Teachers collaborate with and provide consultation to school staff around the evaluation/assessment of student AT support needs and monitor the individualized AT supports for students determined by school IEP teams.

• In collaboration with the Parent Resource Center and individual FCPS schools, ATS provides ongoing central and school-based AT awareness training to school staff and parents.

• ATS provides direct communication to parents, provides electronic resources to both school staff and parents, and maintains a social media presence via Twitter.

• AT Resource teachers train IA’s in local school settings. Whether an IA, teacher or others are trained on AAC integration are dependent on the individual school environment. Variables include individual student need, the type of AAC device placed, the student’s school routine.

417. Are there other school systems that benchmark teacher salaries against other

professions with similar education requirements? We are currently unaware of other K-12 jurisdictions taking this approach. We have started the process of scanning both in the similarly situated national jurisdictions, our local area comparator divisions, as well as the feasibility of benchmarking positions with similar credentials.

FCPS surveyed the WABE jurisdictions and below are the responses that we have received to date.

Locality ResponseLoudoun County Public Schools Loudoun benchmarks teacher salaries against the teacher salaries in surrounding districts.Prince William County Public Schools PWCS does not benchmark teacher salaries against other professions with similar educational

requirements. Teacher salaries are instead benchmarked against other teacher salaries.Alexandria City Public Schools ACPS does not benchmark teacher salaries against other professions with similar education

requirements.Arlington County Public Schools APS ensures instructional salaries are comparable and competitive through our compensation

studies which are in agreement with our classification consultants, based on recommendations of market-rate (jurisdictional) analysis.

Manassas City Public Schools We compare/benchmark our teacher salaries to the educational marketplace in which we are competing.

Manassas Park City Public Schools Manassas Park has not officially done this but has considered doing so.Prince George's County Public Schools Salaries are negotiated with labor unions. Internally, professions with similar requirements

(School Counselor, Speech Therapist, etc.) are on the same scale as the teachers.Falls Church City Pubic Schools Falls Church City Public Schools does not benchmark against other professions with similar

education requirements.

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Additional Notes:

• If there is a desire to review how we establish or determine comparator qualities, we should broaden the discussion. -- We are aware of jurisdictions taking more novel approaches to teacher salaries, including pay for performance driving salaries either in whole or part, additional pay provided for either geographically undesirable areas (i.e. Hard to hire in rural north Dakota) or compensation based on hard to staff schools within a jurisdiction.

• If there is a desire to benchmark against annual salaries for other BA-required positions, we will have to caveat the 9.5-month salary issue in some way as well.

• If the interest is to review teachers against other positions requiring certifications or licensure.

• This project of benchmarking would take several months to research.

418. Benchmarking teacher compensation should also include ERFC.

The cost of salaries and benefits among surrounding divisions referenced last night was taken from the FY19 WABE Guide. The Guide provides two costings of benefits—one with an actual average salary and one with a hypothetical salary of $65,000. A salary amount must be assumed when calculating total compensation as almost all benefits except Healthcare are a percentage of salary. Both charts include the employer cost of local retirement plans including ERFC for FCPS. Small participating WABE divisions were excluded.

AVERAGE SALARY

FY19 ER Cost Average Salary

Total Benefits Total Rank

Alexandria $78,461 $37,494 $115,955 4

Arlington $81,042 $37,734 $118,776 2

Fairfax $75,657 $42,174 $117,831 3

Loudoun $68,694 $39,572 $108,266 5

Montgomery (MD) $82,809 $39,251 $122,060 1

Prince Georges (MD) $69,905 $33,032 $102,937 6

Prince William $67,944 $34,401 $102,345 7

Average $74,930 $37,665 $112,596

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FCPS ERFC Contribution included (6.26%) $4,736

MCPS Local Pension included (4.47%) $3,702 Source: FY19 WABE Guide

HYPOTHETICAL SALARY

FY19 ER Cost Hypothetical

Salary Total Benefits Total Rank

Alexandria $65,000 $34,122 $99,122 4

Arlington $65,000 $33,527 $98,527 6

Fairfax $65,000 $38,791 $103,791 1

Loudoun $65,000 $38,618 $103,618 2

Montgomery (MD) $65,000 $34,261 $99,261 3

Prince Georges (MD) $65,000 $31,868 $96,868 7

Prince William $65,000 $33,581 $98,581 5

Average $65,000 $34,967 $99,967

FCPS ERFC Contribution included (6.26%) $4,736

MCPS Local Pension included (4.47%) $3,702 Source: FY19 WABE Guide

419. Follow up from AAPAC suggestions: Implement head start follow through program

420. Follow up from AAPAC: Reduce class size in K-2 to 13-17students per class room in

schools that have a large FRM? AAPAC has made no recommendations about Head Start or class sizes. There have been discussions and multiple recommendations for full-time AARTs by AAPAC in the past. If schools were to be funded a full-time AART, a primary focus area of the extra 0.5 would be to coordinate strengthening the Young Scholars model at the school and build the capacity of K-2 teachers to use strategies and curriculum from the AAP curriculum framework. This is a particular need at Title I schools but is also needed at many schools that don’t meet the Title I threshold.

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421. Consider seeking surveys from staff with respect to working climate and retention. The Virginia Department of Education distributed a Working Conditions/Climate survey to all school based FCPS staff in early 2019. We are currently awaiting final reports from the VDOE. Once we have received our division’s reports, HR, in collaboration with Superintendent will be providing a review of the findings with the School Board. Principals and staff will also have an opportunity to review the data from the VDOE survey. This information is used by administrative teams as they build their school improvement plans.

422. Consider a diverse panel to review new hires. This recommendation will be considered as we continue to refine the Teacher Hiring Practices framework. Two potential obstacles to achieve diverse interview panels include:

• How does a school with little to no diversity assemble a diverse panel?

• When most of the staff is away from the school building on summer break, how does a school assemble a diverse panel during what is quite often the busiest part of the hiring season?

Continuing with the work related to teacher hiring practices, the Office of Talent Acquisition and Management plans to offer training for school-based administrators this summer during the Leaders Need to Know sessions. Training will focus on interviewing best practices to include interviewer bias.

423. Explore a division-wide RFP process for high school athletics equipment/uniform purchases. There is no appropriation to schools for athletic uniforms and equipment. These items are funded either through athletic boosters or non-appropriated funds which do not route centrally through Procurement. Generally, schools make uniform and equipment purchases on a 2-5-year cycle to allow fundraising for those purchases. Most schools solicit quotes for each purchase to meet competitive procurement requirements because they want choice in brand, quality, and style of uniforms. There have been contracts available in the past for uniform purchases, however it’s unclear if schools used the contracts. In addition, athletic equipment is available from existing contracts, however individual school use is low. Again, schools receive quotes for each purchase to meet competitive procurement requirements.

A division wide RFP would require representation from the Office of Student Activities and Athletics, and several HS Directors of Student Activities.

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424. Provide an accounting of the impact on the flexibility reserve and how that fund will be restored.

The School Board flexibility reserve is normally maintained at $8.0 million to meet unforeseen needs. Each year, any unused portion of the reserve is carried forward to the next fiscal year with School Board approval. For this reason, the flexibility reserve is only reflected in the current year’s revised budget and is not budgeted in the approved budget. Any used portion is replenished with year-end funds.

Because this $8.0 million continually carries forward, expending this reserve is typically a one-time solution. It is important to maintain the flexibility reserve within the current fiscal year’s budget to ensure that the School Board can meet any unforeseen, unbudgeted needs.

Below is a chart outlining the usage of Flexibility Reserve from FY 06 through FY 19. Including the Movable Wall Sensors not yet approved, a total of $3.6 million of the reserve will be used in FY19. As a result, replenishment from year-end funds will be included in the year-end package in late July, to bring the Flexibility Reserve back up to $8.0 million. Although we do not have an estimate of the total year-end funds likely to be available, there is little concern that these funds will be available as $3.6 million represents only slightly over 1/10th of 1 percent of the total budget.

Fiscal Year Description Amount Reason for Usage

FY 2006 Midyear

Revenue losses and additional expenditures, a reduction was be made to the School Board Flexibility Reserve $3,237,214 Decreases in beginning balance and

other revenue losses

FY 2007 No Flexibility Reserve funds allocated

FY 2008 Midyear

Funding from the School Board's Flexibility Reserve was used to temporarily balance the budget $1,084,307 Fund FY 2009 Beginning Balance

FY 2008 Third Quarter

Additional funding from the Flexibility Reserve needed to balance the Third Quarter Budget Review Agenda $97,046 Decrease in State Revenue

FY 2009 No Flexibility Reserve funds allocated

FY 2010 Midyear

Funding from the School Board's Flexibility Reserve used to balance the budget $3,761,725 Decreases in beginning balance and

other revenue losses

FY 2011 No Flexibility Reserve funds allocated

FY 2012 No Flexibility Reserve funds allocated

FY 2013 No Flexibility Reserve funds allocated

FY 2014 No Flexibility Reserve funds allocated

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FY 2015 No Flexibility Reserve funds allocated

FY 2016 No Flexibility Reserve funds allocated

FY 2017 No Flexibility Reserve funds allocated

FY 2018

FY 2018 - Funding from the School Board Flexibility Reserve used for the Justice High School renaming $283,191

(FY18 & FY19 combined) Total amount of $453,862 offset by donations totaling $94,616 as of 3/31/19 for a net cost of $358,246

FY 2019

FY 2019 - Funding from the School Board Flexibility Reserve used for the Justice High School renaming $170,671

(FY18 & FY19 combined) Total amount $453,862 offset by donations totaling $94,616 as of 3/31/19 for a net cost of $358,246

FY 2019 Placeholder for an unanticipated increase in expenses $2,600,000 Approved March 2019

FY 2019 Movable Wall Sensors $600,000 TBD

FY 20 Advertised Budget Amendments and Follow-on Documents

425. Report back to Board on estimate for adding one bus per week to each MS for afterschool activities.

This response was prepared as budget question #105, response below: Based on VDOE’s FY 2019 free and reduced eligibility report as of October 31, 2018, there are eight middle schools with at least 40 percent students eligible for free and reduced-price meals. These include Poe, Glasgow, Whitman, Key, Holmes, Herndon, Jackson and Sandburg middle schools. The cost of providing one extra day per week to the eight middle schools is estimated at $0.1 million for the whole school year.

After school program buses provide scheduled bus runs after normal school closing times to support after-school educational, and extracurricular programs. These are often referred to as “late runs”. The programs may include tutoring, library research, after-school clubs, student council activities, and athletics. At the middle school level, buses are usually provided by transportation three days per week. Additional late runs may be provided if the school provides funding to support them.

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426. On chart for staffing standards for all ES, change the color that indicates neutral from green.

Response

427. Expand staffing chart to provide data on whether or not we have taken away from those schools that have high percentage of students with disabilities or a trend line that shows number of schools with large numbers of students with disabilities coming into those schools. The chart in answer #426 reflects a year-to-year comparison of elementary general education staffing levels across the division. It shows where general education student-to-teacher ratios changed from FY 2019 to FY 2020 after new elementary staffing formulas were applied. Six schools where the general education ratio would have increased due to the revised formula were held harmless. After holding those six schools harmless, no school’s student to staff ratio was negatively impacted. Simply put, no school received less staffing based on the revised elementary staffing standard formula.

428. No special education staffing formulas were changed as part of the budget. Special education staffing is calculated by formulas based on services and percentage of time receiving services or more commonly called, Category A or B and Level 1 or 2.

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430. Provide information on employees who work at least 20 hours a week for

most of the year who do not receive benefits on what type of work they are doing for us and for how long. This response was prepared as budget question #94, response below:

Temporary/hourly employees can work for multiple programs in multiple capacities for different levels of work and report to multiple supervisors in a single pay period. Therefore, these employees do not have position titles. These employees enter their hours worked into the time and attendance system and must select the appropriate temporary/hourly position and supervisor to approve their time as has been prearranged between the employee and a supervisor.

431. FCPS finance and HR staff should work with County finance and HR staff to

gather information about the alignment with respect to benefits and compensation regarding the part-time 20 hours and temporary hourly workers.

Financial Services and Human Resources will work with the County staff to gather and compare information regarding benefits and compensation in FY 2021.

432. Undertake benchmarking study of the scope of work responsibilities for IAs

and PHAs.

433. Schedule a work session in November on Superintendent’s proposal for providing more equity in afterschool and extra-curricular activities.

434. Provide the Board with information and costs about current staffing vs. best practice staffing for social workers, school nurses and psychologists.

Providing this information is part of the FY 2021 budget development.

Strategic Plan Goal 1: Student Success

435. Overlay pre-k waitlist numbers on the slide of students entering kindergarten without preschool and then look at strategies for eliminating the waitlist or lack of need in certain areas.

Number of children 6 weeks to 5 years old on the Fairfax County Public Schools and Fairfax County waitlist in November 2018 by pyramid

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PYRAMID NUMBER OF CHILDREN ON THE WAITLIST*

PERCENTAGE OF STUDENTS ENTERING K WITHOUT A PreK EXPERIENCE**

REGION 1

Langley 1 4%

Herndon 16 35%

Madison 3 14%

Oakton 1 9%

South Lakes 12 20%

REGION 2

Annandale 30 29%

Falls Church 14 26%

Justice 60 28%

Marshall 9 9%

McLean 3 4%

REGION 3

Edison 16 22%

Hayfield 9 20%

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Lee 21 38%

Mount Vernon 49 31%

West Potomac 66 23%

REGION 4

Centreville 9 17%

Lake Braddock 0 11%

Robinson 0 9%

South County 6 19%

West Springfield 0 10%

REGION 5

Fairfax 4 15%

Chantilly 1 18%

Westfield 13 18%

Woodson 1 8%

* Child care subsidy waitlist for November was not available. **Percentage is for all students enrolled in kindergarten

436. Provide data on literacy readiness program.

Literacy Readiness Program Children Served Program # of children served 2018-19

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HIPPY 262

African Heritage Early Literacy 85

Arabic Early Literacy 83

Hispanic Early Literacy 221

Korean Early Literacy 142

Family Literacy 170

Total 963 Literacy Readiness Program School and Non-School Sites Program School Sites Non-school Sites

HIPPY Bren Mar Park ES Bucknell ES Cameron ES Coates ES Daniels Run ES Ft. Belvoir Primary ES Garfield ES Groveton ES Hutchison ES Hybla Valley ES London Towne ES Lorton Station ES Lynbrook ES Pine Spring ES Providence ES Westlawn ES Woodley Hills ES

Emmanuel Baptist Church Graham Road Community Bldg. Herndon Neighborhood Resource Ctr. Lincolnia Community Center Reston Community Center Robinson Square Community Ctr. Sacramento Center Wedgewood Community Ctr. Willston Community Ctr.

African Heritage Early Literacy

Cameron ES Riverside ES Lorton Station ES

Stonybrook Community Center

Arabic Early Literacy Baileys ES Lane ES Coates ES

Island Walk Community Center

Hispanic Early Literacy Baileys ES Braddock ES Brookfield ES Groveton ES Hybla Valley ES Lorton Station ES

Graham Road Community Bldg. John Marshall Library Wedgewood Community Ctr.

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Lynbrook ES Westlawn ES

Korean Early Literacy Annandale Terrace ES Braddock ES Bull Run ES Colin Powell ES Centre Ridge ES Centreville ES Greenbriar East ES Silverbrook ES Springfield Estates ES

International Calvary Church

Family Literacy Baileys ES Bucknell ES Braddock ES Brookfield ES Dogwood ES Centre Ridge ES Glen Forest ES Herndon ES Hutchison ES Lynbrook ES Parklawn ES Westlawn ES

Heritage Center Graham Road Community Bldg. Sacramento Center Emmanuel Baptist Church

437. Superintendent and staff review existing metrics at 90% and above and

provide a recommendation to the Board at a future work session on revised metrics and presentation for the FY 20 report.

The Leadership Team will work with School Board Chairs to discuss the metrics and presentation for the FY 20 report.

438. Provide the on-time graduation rate for the students with interrupted

formal education and the number of such students included in the cohort for both EL and Hispanic on page 58 of the report.

During the 2015-16 school year, the Office of ESOL Services began designating Students with Interrupted Formal Education in the Student Information System (SIS) for English learners in grades 3-12 who entered FCPS with two or more years of interrupted schooling. This information is self-reported by the student’s family. There are no current state guidelines that provide the precise definition of a SIFE student. We changed our criteria at the beginning of the 2017-18 school year and only included English learners

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who are English language proficiency level 1 or 2 with two or more years of interrupted schooling.

There were 83 students in the 2018 graduation cohort designated as SIFE (Students with Interrupted Formal Education):

● 74 students, or 89 percent, were Hispanic ● 66 students, or 79 percent, were dropouts ● 9 students, or 11 percent, transferred out of FCPS ● 6 students, or 7 percent, are still enrolled ● 2 students, or 2 percent, received diplomas ● 46 of the SIFE dropouts, or 70 percent, were enrolled at Fairfax County Adult

High School, Bryant High School and Mountain View High School Additionally, of the 838 total Hispanic students who were counted as dropouts in the on-time graduation rate Class of 2018:

● 782 students, or 93 percent were ELs ● 63 students, or 8 percent, were students with disabilities ● 52 students, or 6 percent were dually identified EL students with disabilities ● 281 students, or 34 percent, were enrolled at Fairfax County Adult High School,

Bryant High School, Mountain View High School, or Local/Regional Jail ● 463 students, or 55 percent, were age 19 or older at the time of dropout ● 343 students, or 41 percent, were age 17-18 at the time of dropout ● 32 students, or 4 percent, were age 15-16 at time of dropout ● 371 students, or 44 percent, were enrolled in FCPS for 0-4 semesters ● 281 students, or 34 percent, were enrolled in FCPS for 5-7 semesters ● 186 students, or 22 percent, were enrolled in FCPS for 8 or more semesters

439. Provide on-time graduation and disaggregated data for students with

disabilities and overlap with other groups.

Please note that data below is more comprehensive than what is explicitly requested in the Next Step: 1) SWD overlap with other reporting groups; 2) disaggregate all graduates by diploma type; 3) disaggregate SWD graduates by primary disability type; 4) disaggregate SWD graduates by total years from 9th grade entry needed to reach on-time graduation within the 4-year OGR cohort

● The table below provides disaggregated on-time graduation rates for students with disabilities who also are part of another reporting group in the Class of 2018.

# in cohort n %

All SWD 1,904 1,742 91

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Both SWD and Asian 173 165 95

Both SWD and Black 278 246 88

Both SWD and Hispanic 603 532 88

Both SWD and White 745 704 94

Both SWD and EL (ELP 1-5) 289 250 87

Both SWD and Former EL (ELP 6a-6d) 288 268 93

Both SWD and Econ. Dis. 670 596 89

● The table below provides additional requested disaggregation of students with disabilities on-time graduates by diploma type.

All Students Students with Disabilities

# Diplomas % out of All Diplomas

# Diplomas % out of All Diplomas

All Diplomas 13,260 91 1,742 91

Advanced Studies/ IB Diploma

8,906 61 305 16

Standard Diploma 4,063 28 1,146 60

Applied Studies/ Modified Standard Diploma

291 2 291 15

● The additional requested disaggregation by primary disability type can be found on page 57 of the updated Goal 1 report on BoardDocs from May 23, 2019.

● The table below provides additional requested disaggregation of on-time graduation rates for students with disabilities by the number of years to graduation 4-year cohort reporting from the time of original ninth grade entry. (Bear in mind, students with disabilities are eligible for additional time to graduate under state and federal law. FCPS

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has an obligation under the Standards of Quality to clearly communicate to the families of students with disabilities their right to additional time. VDOE automatically “slides” students with disabilities who remain actively enrolled from one 4-year cohort assignment to the next until they reach age 21. If the student successfully earns a diploma by that time, they report as a graduate within the 4-year on-time graduation rate cohort.)

All Students Students with Disabilities

# in cohort n % # in cohort n %

Total Graduates 14,492 13,260 91 1,904 1,742 91

4 years 13,758 12,772 93 1,720 1,590 92

5 years 499 325 65 124 101 81

6 years 155 105 68 25 20 80

7 years 53 40 75 14 14 100

8 years 25 17 68 19 16 84

9 years 2 1 50 2 1 50

440. Provide total costs of FCPSOn and break out by fiscal year.

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441. Provide Board with a plan for getting more students from under-represented populations into the AP and IB programs and providing supports to ensure their success in the programs. ISD will collaborate with Regional Assistant Superintendents in supporting schools with strategies for increasing enrollment of historically underrepresented populations in AP and IB programs.

442. Expand the recommendations on page 39 to include wrap-around services, increased County resources and supports and an assessment of the impact of the revised tipping point study which should include best practices for addressing socio-economic re-segregation.

Page 39 of the Goal 1 report on BoardDocs from May 23, 2019, was updated to include the following as a strategic concern: “Expand and coordinate county resources to enhance wrap-around supports for students and families with socio-economic need.”

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443. Break down data on algebra I participation and proficiency by 8th grade and honors participation and proficiency by region and connect those to targets.

Percent of Students Who Participate in Algebra 1 by Eighth Grade by Region

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Note: This table reflects all students who completed Algebra 1 or a higher mathematics course while in eighth grade. Baseline data are an average from SY2014-15 through SY 2016-17. The Students with Disabilities group reported for this metric represents a subset of students with IEPs; it does not include students receiving Category B, Level 2 services. A value of “<” indicates that the Grade 8 enrollment is too small to report. Non-Region schools represent Fairfax County Adult HS, Transitional ESOL Centers, Interagency Alternative Schools (IAS), and Achievement Integrity Maturity (AIM). Data source: Student Information System

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Percent of Students Who Demonstrate Proficiency (Pass Course and Algebra 1 SOL) in Algebra 1 by Eighth Grade by Region

Note: This table reflects students participating in Algebra 1 by eighth grade who both passed the Algebra 1 SOL test and passed the mathematics course taken during eighth grade (Algebra 1 or a higher mathematics course). Baseline data are an average from SY2014-15 through SY 2016-17. The Students with Disabilities group reported for this metric represents a subset of students with IEPs; it does not include students receiving Category B, Level 2 services. A value of “<” indicates that the number of eighth grade Algebra 1 participants is too small to report. Non-Region schools represent Fairfax County Adult HS, Transitional ESOL Centers, IAS, and AIM. Data source: Student Information System and Education Decision Support Library

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Percent of Students Who Participate in Honors Courses (Grades 7 to 12) by Region

Note: This table reflects all grade 7-12 students who completed one or more Honors course in the reporting year. Baseline data are an average from SY2014-15 through SY 2016-17. The Students with Disabilities group reported for this metric represents a subset of students with IEPs; it does not include students receiving Category B, Level 2 services. Non-Region schools represent Fairfax County Adult HS, Transitional ESOL Centers, IAS, and AIM. Data source: Student Information System

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Percent of Students Who Demonstrate Proficiency (Pass Course) in One or More Honors Course (Grades 7 to 12) by Region

Note: This table reflects students who passed one or more Honors course in the reporting year, out of all the grade 7-12 students who took Honors courses. Baseline data are an average from SY2014-15 through SY 2016-17. The Students with Disabilities group reported for this metric represents a subset of students with IEPs; it does not include students receiving Category B, Level 2 services. A value of “<” indicates that the number of honors course participants is too small to report. Non-Region schools represent Fairfax County Adult HS, Transitional ESOL Centers, IAS, and AIM. Data source: Student Information System

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444. Provide input for discussion on public-private partnership for pre-K slots in the community.

Fairfax County Public Schools’ partner, Fairfax County Office for Children (OFC), currently offers opportunities for a public-private partnership or a mixed delivery model for children birth to 4 years old. A mixed delivery model is a system that includes services offered through a variety of programs and providers. OFC partners with nonprofit and for-profit programs and family child care homes to offer children a slot in a high-quality setting. Participating community programs must meet the Virginia Quality standards required to participate. The Virginia Quality Standards include the education and qualifications of teachers; curriculum and assessment; interactions; and environment. Expanding the quality of early childhood opportunities is one of the five driving strategies of the Equitable School Readiness Strategic Plan. Fairfax County Public Schools and Office for Children continuously work through initiatives like the Early Childhood Partnership or the Mixed Delivery model to support community programs in improve practices for children. Additionally, the Equitable School Readiness Strategic Plan Steering Committee is currently investigating exemplar models around the country that have a more expansive mixed delivery system in an effort to expand the public-private partnerships in Fairfax County.

445. Provide synopsis information or data from iReady implementation

regarding diagnoses, early interventions, etc.

FCPS uses iReady as a screening tool up to three times per year to identify students with potential gaps in foundational literacy and mathematics skills. This screener is paired with follow-up diagnostic assessments, including the Developmental Reading Assessment (DRA2), to jointly produce a clear depiction of students’ individual strengths and areas for growth. The FCPS spring 2018 screening procedures identified approximately 8,000 total K-2 students for intervention (about 20 percent of the assessed students), as defined by the Virginia Department of Education’s Early Intervention Reading Initiative (EIRI). By collecting data from multiple sources that is tied to purposeful and valid reading skills, FCPS screening practices identify those students who are in need supplemental instructional services for reading. Further, FCPS

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screening practices provide valuable information on students’ mathematics development needs, which was previously unavailable on a consistent basis divisionwide. The iReady screener not only provides a general indicator of potential foundational skills gaps through a nationally normed percentile score, but also generates a scaled score that allows parents and teachers to monitor a student’s growth over time as well as domain scores that report strengths and needs in following areas:

● Reading: Phonological Awareness, Phonics, High-Frequency Words, Vocabulary, Comprehension of Literature, Comprehension of Informational Text

● Mathematics: Numbers and Operations, Algebra and Algebraic Thinking, Measurement and Data, and Geometry

In conclusion, iReady screening paired with follow-up diagnostic testing is empowering teachers to engage in data-based instructional decisions for all students in K-6 for reading and mathematics (not just for early reading, as under the previous screening system). As such, iReady implementation helps teachers and school leaders identify levels of risk and allocate instructional resources effectively to support student needs.

446. Consider adding college graduation tracking back in as reportable metric.

The Leadership Team will work with School Board Chairs to discuss this further. Reports published by National Student Clearinghouse Student Tracker for FCPS overall and each high school may be found on the FCPSnet (intranet) at http://fcpsnet.fcps.edu/pla/ost/command_center/NSCStudentTracker.shtml. These reports show data as of April 2019, reflecting post-secondary outcomes through the fall semester of 2018-19. Additionally, the table below provides the requested disaggregation of graduates from the class of 2018 who enrolled in college for the fall semester immediately following high school by 2-year and 4-year college enrollment. Data reflect National Student Clearinghouse reporting. (Note that National Student Clearinghouse data does not reflect outcomes for the entire FCPS senior cohort. For the class of 2018, the values below represent totals out of 13,392 reported students; whereas the class of 2018 included 14,492 students.)

n %

Total Enrolled in College Fall Semester Immediately Following HS

10,042 75

Enrolled in 4-Year College 7,584 57

Enrolled in 2-Year College 2,458 18

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447. Provide long-term academic impact of FCPS pre-K program on

participating students as compared to other programs (no preschool, County/FCPS or other).

The five graphs below are separated by test and follow the SY06-07 through SY10-11 cohorts of FCPS PreK student and the test year the cohorts completed the assessment.

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Proposed Scope of Fall 2019 Boundary Adjustments

448. Provide the Board with data regarding program capacity for schools over 5 years.

Facilities and Transportation Services has provided a table showing program capacity over the last five school years. Program Capacity is based on the number of existing core classrooms and the specific unique programs assigned to a school that differs from the original design of the building. This capacity is recalculated every school year based on the program changes.

Capital projects completed (includes renovations, additions, and modular relocations), significant program or other changes, and school boundary changes are also noted.

449. At July work session, provide analysis of how FCPS implemented

revisions to military rules and the other pupil placement opportunities through student transfer policy.

Effective July 1, 2018, Section § 22.1-7.2 of the Code of Virginia required that any local school board of a school division in which a military installation or other military housing is located shall establish and implement policies to provide for the enrollment to any school of any student residing on a military installation or in military housing within the school division upon the request of his parent if space in the school is available.

In developing this policy, a local school board may include any of the conditions listed in subsection A of § 22.1-7.1 or any other condition deemed appropriate by the local school board. Applicable conditions allowed by the legislation that are included in the existing FCPS student transfer policy include:

• The requirement of an application process • A requirement that the parent provide transportation • A requirement that approved student transfers may be revoked due to disciplinary action • A limitation on participation in certain athletic activities • A requirement that school capacity will allow the transfer • A provision for the student to remain in the school until completion of the highest grade level • A preference for a student who has a sibling attending the requested school or whose

parent/guardian is an employee of the requested school.

To implement this requirement, FCPS added Resident on Military Installation to Regulation 2230 as a reason for a student transfer requests. Due to legislative requirements, the online student transfer fee is waived for Resident on Military Installation requests. Required documentation must be submitted through the application process each year based on the type of student transfer request. The following process has been implemented for Resident on Military Installation requests:

1. Parents must provide the enrolled school with a current resident occupancy agreement from The Villages at Belvoir. If the lease date is not current, a letter from the community management office is also required.

2. The school acknowledges receipt of the documentation in the Student Information System (SIS).

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3. After documentation is in SIS, the following business day the enrolling parent may submit an online student transfer application to requested open schools whose school/grade-level capacity will permit.

Additional reasons for student transfer requests outlined in R2230 include:

• Child Care Hardship (K-6) • Child of Fairfax County Public Schools (FCPS) Employee • Family Relocation (A) - Prior to Relocation into Requested School BoundarySenior Status • Family Relocation (B) - After Relocation (for remainder of school year) • High School Curricular - Advanced Placement (AP), International Baccalaureate (IB), and World

Language • Medical, Emotional, or Social Adjustment • Senior Status • Sibling at Requested School

Student transfers are approved for one year only. Student transfer requests are only considered if the school capacity, grade-level capacity, and the school curricular program at the requested school will permit, as determined by FCPS. The Department of Facilities and Transportation Services identifies school capacity and school open/closed status in February and May for the upcoming school year. The only guarantee that a student may attend a particular school is if the parent/guardian and child physically live (primary permanent residence) in the assigned school boundary as identified by the FCPS Boundary Locator.

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Approved high school student transfers for the past two years are:

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450. Staff to provide information regarding how will we need to incorporate the census data into our work.

Facilities and Transportation Services, Office of Facilities Planning Services will use United States Census Bureau demographic data for informing and continual improvement of student membership projections and neighborhood level analysis.

The Decennial Census and American Community Survey data from the U.S. Census Bureau can be used to further refine neighborhood level analysis by using the following data:

• Age • Race/ethnicity • Foreign Born • Language speaking ability • Family and household income • Housing Characteristics (Occupied or Vacant, Own or Rent, etc.) • Adult educational attainment

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451. Staff to provide recommendations regarding how to address split feeders.

Staff recommend addressing split feeders as discussion with communities during a boundary study rather than a reason to initiate a boundary study. Staff would work to address existing split feeders during future boundary studies and also consider solutions that do not create any additional split feeders.

The FCPS Office of Research and Strategic Improvement report, Research on Boundary Decision Making, provided at the February 25, 2019 Work Session addresses research on school transitions and split feeders and how studies have uncovered mixed results. This information is part of the Social Connections section on page 3. https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/B9N2E866049D/$file/Research%20on%20Boundary%20Decsion%20Marking.pdf

452. Provide program capacity data not including modular classrooms in the CIP as well as boundary discussions.

Facilities and Transportation Services has provided a table showing capacity, membership and projections for schools that have modular classrooms with and without modular capacity utilization.

453. Do preliminary analysis of Clifton elementary school facility before the next

CIP is developed.

5/2/19 Work Session/Budget

454. Provide additional analysis of trades that may be not be equal in value. Similar to Response #454, OAG will coordinate with Office of Budget Services and will provide the related analysis to the Audit Committee by January 24, 2020.

455. Provide analysis on variances in trade per region OAG has completed an analysis that shows the variances in trades per region. See Appendix 1.

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456. Report back to Audit Committee in first semester of SY20 the number of trades of non-staffing monies to gain staffing positions and track dollar impact on division. OAG will coordinate with Office of Budget Services and will provide the related analysis to the Audit Committee by January 24, 2020.

457. For future potential audit, analyze non-position trades and disaggregate by school FRM. Identify PTA and booster funds provided to schools. OAG noted the suggestions and will consider them as an audit topic in future years.

Monday, June 17, 2019

NEXT STEPS

All-Day Work Session

Meeting Manager: IM

Review of Disproportionality in Discipline Outcomes Plan

456. Provide a school by school report on percentage of students disciplined referencing the 0-14%.

RESPONSE: The following table presents the percentage of students with at least one VDOE reported discipline violation at each FCPS school in 2017-18, which is the last full school year with available data. The schools are organized first by school level and then alphabetically. Secondary schools are separated into middle (grades and 8) and high (grades 9, 10, 11, and 12) school values.

School Name Percent of Students with

One or More Discipline Violations

ELEMENTARY SCHOOLS

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School Name Percent of Students with One or More Discipline Violations

ALDRIN ELEMENTARY 0.8 ANNANDALE TERRACE ELEMENTARY 0.4 ARCHER ELEMENTARY 0.3 ARMSTRONG ELEMENTARY 2.6 BAILEYS ELEMENTARY 0.5 BAILEYS UPPER ELEMENTARY 0.2 BEECH TREE ELEMENTARY 2.8 BELLE VIEW ELEMENTARY 0.5 BELVEDERE ELEMENTARY 0.3 BONNIE BRAE ELEMENTARY 0.5 BRADDOCK ELEMENTARY 2.4 BREN MAR PARK ELEMENTARY 1.3 BROOKFIELD ELEMENTARY 1.5 BUCKNELL ELEMENTARY 3.1 BULL RUN ELEMENTARY 1.4 BUSH HILL ELEMENTARY 1.0 CAMELOT ELEMENTARY 0.9 CAMERON ELEMENTARY 0.4 CANTERBURY WOODS ELEMENTARY 1.4 CARDINAL FOREST ELEMENTARY 3.1 CENTRE RIDGE ELEMENTARY 2.2 CENTREVILLE ELEMENTARY 3.0 CHERRY RUN ELEMENTARY 0.4 CHESTERBROOK ELEMENTARY 0.3 CHURCHILL ROAD ELEMENTARY 0.3 CLEARVIEW ELEMENTARY 0.9 CLERMONT ELEMENTARY 0.2 COATES ELEMENTARY 2.8 COLUMBIA ELEMENTARY 0.2 COLVIN RUN ELEMENTARY 0.0 CRESTWOOD ELEMENTARY 2.5 CROSSFIELD ELEMENTARY 0.0 CUB RUN ELEMENTARY 1.5 CUNNINGHAM PARK ELEMENTARY 2.1 DANIELS RUN ELEMENTARY 3.3 DEER PARK ELEMENTARY 2.9 DOGWOOD ELEMENTARY 3.2 DRANESVILLE ELEMENTARY 2.0 EAGLE VIEW ELEMENTARY 3.7 FAIRFAX VILLA ELEMENTARY 1.4 FAIRHILL ELEMENTARY 1.4 FAIRVIEW ELEMENTARY 0.4 FLINT HILL ELEMENTARY 0.9 FLORIS ELEMENTARY 0.4 FOREST EDGE ELEMENTARY 2.9

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School Name Percent of Students with One or More Discipline Violations

FORESTDALE ELEMENTARY 4.6 FORESTVILLE ELEMENTARY 0.5 FORT BELVOIR PRIMARY SCHOOL 0.8 FORT BELVOIR UPPER SCHOOL 5.3 FORT HUNT ELEMENTARY 5.2 FOX MILL ELEMENTARY 0.8 FRANCONIA ELEMENTARY 2.1 FREEDOM HILL ELEMENTARY 0.0 GARFIELD ELEMENTARY 4.0 GLEN FOREST ELEMENTARY 1.6 GRAHAM ROAD ELEMENTARY 2.0 GREAT FALLS ELEMENTARY 0.2 GREENBRIAR EAST ELEMENTARY 1.3 GREENBRIAR WEST ELEMENTARY 0.3 GROVETON ELEMENTARY 1.6 GUNSTON ELEMENTARY 2.3 HALLEY ELEMENTARY 4.3 HAYCOCK ELEMENTARY 0.0 HAYFIELD ELEMENTARY 3.3 HERNDON ELEMENTARY 1.5 HOLLIN MEADOWS ELEMENTARY 2.8 HUNT VALLEY ELEMENTARY 0.6 HUNTERS WOODS ELEMENTARY 0.4 HUTCHISON ELEMENTARY 1.3 HYBLA VALLEY ELEMENTARY 0.2 ISLAND CREEK ELEMENTARY 0.4 KEENE MILL ELEMENTARY 1.5 KENT GARDENS ELEMENTARY 0.1 KINGS GLEN ELEMENTARY 2.4 KINGS PARK ELEMENTARY 0.6 LAKE ANNE ELEMENTARY 3.3 LANE ELEMENTARY 1.5 LAUREL HILL ELEMENTARY 1.8 LAUREL RIDGE ELEMENTARY 2.4 LEES CORNER ELEMENTARY 0.5 LEMON ROAD ELEMENTARY 1.1 LITTLE RUN ELEMENTARY 0.0 LONDON TOWNE ELEMENTARY 3.4 LORTON STATION ELEMENTARY 4.7 LYNBROOK ELEMENTARY 2.2 MANTUA ELEMENTARY 0.5 MARSHALL ROAD ELEMENTARY 0.5 MASON CREST ELEMENTARY 1.2 MCNAIR ELEMENTARY 1.2 MOSBY WOODS ELEMENTARY 0.2

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School Name Percent of Students with One or More Discipline Violations

MOUNT EAGLE ELEMENTARY 0.5 MOUNT VERNON WOODS ELEMENTARY 4.0 NAVY ELEMENTARY 0.6 NEWINGTON FOREST ELEMENTARY 2.5 NORTH SPRINGFIELD ELEMENTARY 0.0 OAK HILL ELEMENTARY 0.9 OAK VIEW ELEMENTARY 0.4 OAKTON ELEMENTARY 0.4 OLDE CREEK ELEMENTARY 6.0 ORANGE HUNT ELEMENTARY 0.4 PARKLAWN ELEMENTARY 3.1 PINE SPRING ELEMENTARY 0.6 POPLAR TREE ELEMENTARY 0.0 POWELL ELEMENTARY 2.5 PROVIDENCE ELEMENTARY 2.4 RAVENSWORTH ELEMENTARY 1.0 RIVERSIDE ELEMENTARY 7.4 ROLLING VALLEY ELEMENTARY 0.5 ROSE HILL ELEMENTARY 5.7 SANGSTER ELEMENTARY 2.9 SARATOGA ELEMENTARY 4.7 SHERMAN ELEMENTARY 0.2 SHREVEWOOD ELEMENTARY 0.0 SILVERBROOK ELEMENTARY 0.5 SLEEPY HOLLOW ELEMENTARY 1.6 SPRING HILL ELEMENTARY 0.1 SPRINGFIELD ESTATES ELEMENTARY 2.0 STENWOOD ELEMENTARY 0.3 STRATFORD LANDING ELEMENTARY 3.3 SUNRISE VALLEY ELEMENTARY 2.0 TERRA CENTRE ELEMENTARY 0.7 TERRASET ELEMENTARY 4.2 TIMBER LANE ELEMENTARY 1.1 UNION MILL ELEMENTARY 1.3 VIENNA ELEMENTARY 0.2 VIRGINIA RUN ELEMENTARY 2.2 WAKEFIELD FOREST ELEMENTARY 1.1 WAPLES MILL ELEMENTARY 0.5 WASHINGTON MILL ELEMENTARY 4.5 WAYNEWOOD ELEMENTARY 1.7 WEST SPRINGFIELD ELEMENTARY 0.7 WESTBRIAR ELEMENTARY 0.6 WESTGATE ELEMENTARY 0.8 WESTLAWN ELEMENTARY 0.5 WEYANOKE ELEMENTARY 5.0

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School Name Percent of Students with One or More Discipline Violations

WHITE OAKS ELEMENTARY 0.8 WILLOW SPRINGS ELEMENTARY 0.4 WOLFTRAP ELEMENTARY 0.2 WOODBURN ELEMENTARY 1.0 WOODLAWN ELEMENTARY 4.6 WOODLEY HILLS ELEMENTARY 7.5 MIDDLE SCHOOLS CARSON MIDDLE 4.1 COOPER MIDDLE 1.9 FRANKLIN MIDDLE 7.8 FROST MIDDLE 3.7 GLASGOW MIDDLE 7.3 HAYFIELD MIDDLE 7.6 HERNDON MIDDLE 11.1 HOLMES MIDDLE 7.8 HUGHES MIDDLE 9.9 IRVING MIDDLE 3.7 JACKSON MIDDLE 12.9 KEY MIDDLE 4.9 KILMER MIDDLE 6.1 LAKE BRADDOCK MIDDLE 4.9 LANIER MIDDLE 6.4 LIBERTY MIDDLE 5.7 LONGFELLOW MIDDLE 3.8 POE MIDDLE 11.9 ROBINSON MIDDLE 3.1 ROCKY RUN MIDDLE 3.1 SANDBURG MIDDLE 9.4 SOUTH COUNTY MIDDLE 4.4 STONE MIDDLE 7.7 THOREAU MIDDLE 2.5 TWAIN MIDDLE 7.7 WHITMAN MIDDLE 13.5 HIGH SCHOOLS ANNANDALE HIGH 6.1 BRYANT HIGH 7.5 CENTREVILLE HIGH 4.1 CHANTILLY HIGH 3.7 EDISON HIGH 6.1 FAIRFAX HIGH 2.8 FALLS CHURCH HIGH 6.8 HAYFIELD HIGH 5.4 HERNDON HIGH 6.8 JEFFERSON SCI TECH HIGH 1.1 LAKE BRADDOCK HIGH 3.4

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School Name Percent of Students with One or More Discipline Violations

LANGLEY HIGH 4.4 LEE HIGH 9.8 MADISON HIGH 6.4 MARSHALL HIGH 4.0 MCLEAN HIGH 3.3 MOUNT VERNON HIGH 10.5 OAKTON HIGH 2.4 ROBINSON HIGH 3.2 SOUTH COUNTY HIGH 5.7 SOUTH LAKES HIGH 12.1 STUART HIGH 5.8 WEST POTOMAC HIGH 6.7 WEST SPRINGFIELD HIGH 3.6 WESTFIELD HIGH 6.7 WOODSON HIGH 2.0

457. Provide recommendations for mandatory professional development that

should be taken by staff at elementary, MS and HS.

Mandatory PD for All Staff (Elementary, Middle, and High School):

1. Cultural responsiveness training vis Module IV (Fall) and Module V (Spring) a. Overview & Introduction to Discipline Disproportionality Research b. Implicit and Explicit Bias c. Culturally- responsive classroom management practices d. School-family collaboration

2. All schools will have a team who will receive professional development about building a trauma informed classroom

3. All FCPS teachers and school-based administrators will complete the Kognito Trauma-Informed Practices for K-12 Schools training by December 2019 (Available to Parents)

4. Behavior Intervention Teachers (BIT) will provide professional development on the crisis cycle and de-escalation to school staff that support students with disabilities who demonstrate challenging behaviors

458. Incorporate more language on social/emotional learning in curriculum and teacher training.

Staff will review FCPS curriculum and determine what language additions and the training needs to be provided to teachers.

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459. Identify de-escalation and intervention strategies specifically for students with disabilities to prevent referrals for discipline.

The Department of Special Services (DSS) recommends that each school develop a Crisis Support Team. Each team should be comprised of 3-5 staff members from the school building that have been trained and certified in one of the recommended physical management systems (Mandt System® or Professional Crisis Management). It is recommended that the Crisis Support Team be comprised of individuals who have experience supporting students with behavioral challenges, including a building administrator. The primary goal is to respond in a timely manner to psychological and/or behavioral crisis in order to de-escalate and ensure the safety of students and staff.

Beginning school year 2019-20, all general education teachers and paraprofessionals as well as special education staff will be required to complete restraint and seclusion training which includes a focus on positive behavior intervention approaches as a preventative strategy.

460. Provide information on models of success in parental involvement.

The Dual Capacity-Building Framework was formulated using the research on effective family engagement and home-school partnerships strategies and practices, adult learning and motivation, and leadership development. The Dual Capacity-Building Framework components include:

1. a description of the capacity challenges that must be addressed to support the cultivation of effective home-school partnerships;

2. an articulation of the process and organizational conditions integral to the success of family-school partnerships initiatives and interventions;

3. an identification of the desired capacity goals that should be the focus of family engagement policies, and programs at the federal, state and local level; and

4. a description of the capacity-building outcomes for school and program staff as well as families.

If effective cradle-to-career-educational partnerships between home and school are to be implemented and sustained, family engagement initiatives must include a concerted focus on the development in adult capacity, through professional development for educators, workshops, seminars and workplace trainings for families; or as an integrated part of parent-teacher partnership activities through the use of high impact strategies.

A result of this enhanced capacity on the part of families, districts and schools are able to cultivate and sustain active, respectful, and effective partnerships with families that

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foster school improvements, linked to educational objectives, and support children’s learning and healthy development.

See Attachments: The Dual Capacity-Building Framework

Department of Education – High Impact Strategies Chart

461. Provide more information on a healthy structure for an alternative school, a planning center model and curriculum delivery.

Alternative and nontraditional school programs operationalize the MTSS framework to generate sustainable outcomes through practices that support students, systems that support staff, and continuous data-driven decision making. This data is used to provide students the necessary tiered academic, behavior, and/or social-emotional wellness interventions. The Office of Intervention and Prevention Services will review the recommendation of a planning center for alternative and nontraditional school programs. https://www.fcps.edu/academics/academic-overview/nontraditional-schools-program.

462. How can we incorporate Hearings Office effectively in achieving cultural

change in our discipline practices?

We will be providing additional training on cultural responsiveness to the Hearings Office staff during the 2019-2020 school year to include:

a. Overview & Introduction to Discipline Disproportionality Research b. Implicit and Explicit Bias

463. Bring topic of Disproportionality in Discipline Outcomes back as part of

equity discussion in September.

A work session on our Equity Plan will be scheduled for September to further discuss this topic and gather input on the Equity Plan for discipline.

464. Provide information on involving AIR in the follow-up work.

Staff have scheduled a meeting with AIR to discuss potential follow-up work in support of the Equity Plan for Discipline Policy and Practices. Outcomes of this meeting will be shared with the School Board at the September meeting. Additional funding will be needed

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to support AIR’s future involvement as they have completed the responsibilities of their current agreement with FCPS.

465. Provide a quarterly report on discipline that is disaggregated by subgroup, region and if possible, school, including when discipline incidents occur in the school year to the Board.

ORSI will provide technical assistance for design of school level data for quarterly reporting to the School Board that is more current than what the Equity Profile provides.

466. Provide Equity Stakeholder group members and meeting schedules and agendas for Board review and consideration of membership.

Meeting Dates

November 29, 2018; March 7, 2019; and May 23, 2019

Purpose

The stated outcomes for Equity Stakeholder meetings were to:

• Share the work FCPS is doing to ensure equitable education for all students. • Listen to staff, student, and community input on current practices and ideas for

change. • Engage stakeholders in supporting the work of Equity and Cultural

Responsiveness in FCPS.

Meeting Agendas:

Equity Stakeholder Meeting

November 29, 2018

Time Agenda Item / Topic Facilitator

5:00-5:10 p.m. Welcome / Introductions Dr. Francisco Durán

5:10-5:20 p.m. Connecting to our Purpose Kim Amenabar

5:20-5:35 p.m. Updates Since We Last Met Nina Thomas

5:35-6:00 p.m. Stakeholder Perspectives All

6:00-6:20 p.m. Improving Practices Kim Amenabar

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6:20-6:25 p.m. Reflection Kim Amenabar

6:25-6:30 p.m. Closing Remarks Nina Thomas

Equity Stakeholder Meeting

March 7, 2019

Time Agenda Item / Topic Facilitator

5:00-5:05 p.m. Welcome / Introductions Dr. Francisco Durán

5:05-5:15 p.m. Connecting to our Purpose Kim Amenabar

5:15-5:25 p.m. Updates Since We Last Met Nina Thomas

5:25-5:55 p.m. Behavior & Discipline Study Chantal Follett & Lidi Hruda

5:55-6:25 p.m. Review of Student Rights & Responsibilities Draft Stefan Mascoll

6:25-6:30 p.m. Reflection & Closing Kim Amenabar

Equity Stakeholder Meeting

May 23, 2019

Time Agenda Item / Topic Facilitator

5:00-5:10 p.m. Welcome & Connecting to our Purpose Kim Amenabar

5:10-5:20 p.m. Updates Dr. Francisco Durán

5:20-5:35 p.m. Equity Plan Staff Resources Kim Amenabar

5:35-5:55 p.m. Family & Student Ombudsman Office Armando Peri

5:55-6:15 p.m. Curriculum Review Deborah March

6:15-6:25 p.m. Reflection & Feedback Kim Amenabar

2018 – 2019 Equity Stakeholders List

The Chief Equity Officer, Equity & Cultural Responsiveness team, and Family & School Partnerships offices collaborated to form the list of invited organizations. Listed are the representatives each organization chose to send. Not all individuals attended each of the 3 meetings.

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Organization Representative(s) Advisory Committee for Students with Disabilities Cheri Belkowitz

Connie Lorentzen Asian Educators Association (AEA) Vivian Yun

Shirley Weng Association of Fairfax Professional Educators (AFPE) Becca Ferrick Black Student Union, Justice HS Julia Clark (student)

Jalissa Gary Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD)

Pamela Barton

Dar-al-Hijrah Center Samir Abo-Issa Edu-Futuro Jorge Figueredo

Darrel Drobnich Fairfax Association of Black School Educators (FABSE) Amielia Mitchell

Shawn J. Frank Anthony Terrell Nonye Oladimeji

Fairfax Association of Elementary School Principals (FAESP) Lisa Reddel Adam Erbrecht

Fairfax County Council of PTAs Jane Miscavage Fairfax County Federation of Teachers (FCFT) Tina Williams

Shannon Sullivan LaMonica Brevard

Fairfax County High School Principals Association (FCHSPA) Ellen Reilly Darrell Pankratz

Fairfax County Government - Neighborhood and Community Services (NCS)

Lloyd Tucker

Fairfax County Government - Office of the County Executive Karla Bruce Marlon Murphy Robin Wilson

Fairfax Education Association (FEA) Kevin Hickerson Carla Okouchi

Fairfax Falls Church Community Services Board Alex Marshall FCPS Chief Equity Officer Francisco Durán FCPS Director of Professional Growth & Career Development Lisa Barrow FCPS Equity & Closing the Achievement Gap Manager Angela Robinson FCPS Equity & Cultural Responsiveness Team Nina Thomas

Kim Amenabar Darnessia Harvey Alicia Hunter John Jacobs Tia Lott

FCPS Office of Professional Learning & Family Engagement Executive Director

Kathleen Walts

FCPS Family & School Partnerships Coordinator Renee LaHuffman-Jackson

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Organization Representative(s) FCPS Family & Student Ombudsman Armando Peri FCPS Multicultural Resource Teacher Deborah March FCPS Pride Robert Rigby

Schavion Smith Claudia Wilde

Glasgow MS PTA Jenna White Herndon HS PTA Shareem Annan Jewish Community Center of Northern Virginia Jeff Dannick

Rich Dinetz McLean Bible Church Gustavo Pacheco Middle School Principal Association (MSPA) Gordon Stokes

Aimee Holleb Minority Student Achievement Oversight Committee (MSAOC) Fred Grant

Edward Osborne Lawrence Bussey

Northwest Evaluation Association (NWEA) Aaliyah Samuel Northern Virginia Hebrew Congregation Rabbi Michael Holzman Fairfax County - Office of the County Executive Karla Bruce

Marlon Murphy Robin Wilson

Special Education PTA (SEPTA) Diane Cooper-Gould Student Advisory Council (SAC) Craig Perrier

Cynia Richards (student) Erica Bass (student) Nyla Carter-Ogden (student)

Support Services Employees’ Advisory Council (SSEACC) David Swan Karen Bryan Maria Radford Joan Carboni Patricia Worrall

Title 1 Parent Advisory Committee (TPAC) Mike Woltz

467. Outside experts to review proposed parent notification changes in SR&R and provide comments or suggestions by Thursday night’s consideration.

FCPS’ Office of Research and Strategic Improvement (ORSI) contacted the outside experts regarding the review of proposed parent notification changes. The experts’ comments and suggestions for further changes were incorporated into the materials presented to the School Board on June 24, 2019.

468. Provide a plan for outgoing input by parents on discipline process, including

possibly a regular survey of parents with students who have referred to Hearings Office.

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We will work with ORSI on a possible plan for how we can gather input from parents on the discipline process, to possibly include a survey for parents who are involved in the Hearings Office

469. Provide a complete breakout of costs from page 4 of the 4-page Equity Plan document.

1. Current funding for the Family Engagement Survey- $75,200 2. One-time funding for creation of an online discipline referral form and data tools

that will allow for the systemization of discipline-related data, with the ability to disaggregate by classroom, school, and student demographics- $TBD

3. Future funding to issue an RFP (2019-20) in order to procure two social emotional learning programs to implement beginning in 2020-2021 approximately- $2.0 M

4. Future funding for a Substance Abuse Prevention (SAP) specialist per pyramid by 2020-2021:

• FY20- fund seven (7) additional SAP positions with year-end dollars-$700,000

• FY21- fund remaining six (6) SAP positions in the approved budget- $600,000

5. Future funding for access to interpreter line to use for parent notification- $10,000 6. Future funding to staff a System of Support Advisor at each middle school - $2.7

M 7. Develop a plan for additional staffing to support elementary schools - .5 FTE for

lead teacher position - $6.8 M

470. Present data based on poverty rates at September meeting. Table 12 on page 13 of the ORSI Discipline Report contains overall disproportionality data for poverty status (economically disadvantaged) groups, along with similar data for English learner status and gender student groups. Additionally, Appendix F of the same document provides additional discipline disproportionality data by poverty status and for other student groups. ORSI staff are available to present these data at a September meeting.

471. Project Momentum model how it can be used as model framework for

targeted supports to schools with high disproportionality in discipline.

Project Momentum has been an effective model for targeting schools based on instructional needs, using this same concept we have proposed a similar framework in the Equity Plan for discipline the following approaches:

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1. Behavior Intervention Teachers (BIT) will provide professional development on the crisis cycle and de-escalation to school staff that support students with disabilities who demonstrate challenging behaviors

2. When schools have been identified as having high levels of referrals or disproportionality, the Equity and Student Conduct Coordinator will assist schools with developing a School Improvement and Innovation Plan (SIIP) goal around discipline

3. Each school will conduct an MTSS self-assessment in Fall 2019 and develop a plan by January 2020 to be reviewed by Region Assistant Superintendents for implementation in 2020-2021

472. Develop/present a plan to involve RAS, EPs and other staff members to achieve greater level of fidelity in implementation in discipline and inclusion in our school improvement plans.

DSS has been collaborating with Region offices to plan the implementation of multi-tiered system of supports (MTSS) in all schools that focuses on a whole child approach. The proposed Equity Plan includes identifying schools with high discipline referrals entered into the Student Information System; schools identified will collaborate with the coordinator for equity and student conduct to develop appropriate goals to add to their School Improvement and Innovation Plan.

473. Consider use of mindfulness programs and the like.

Programs such as Mindfulness, yoga, Our Minds Matter clubs, Positivity Project, RULER, and use of therapy dogs contribute to the development of social and emotional skills in students (and adults) and are part of the collaborative work with the regions to expand the multi-tiered system of supports in all schools. As we build out and define our MTSS in the social and emotional skill areas, programs and services such as those mentioned will be included. Programs such as Sources of Strength and our Youth Survey Data are used to teach students, staff, and parents how foster resilience in youth by increasing protective factors and healthy coping skills.

474. Consider parental involvement when developing a discipline plan for younger students.

FCPS staff will consider how best to move forward with this recommendation

475. Provide information on accessing student input on academics plus

environment from a 360-review process versus additional Youth Survey questions.

FCPS staff currently seeks input from various student groups such as the Student Advisory Counsel, Our Minds Matter clubs, Student Ambassadors, etc. Students have also presented to the School Health Advisory Committee on a number of occasions regarding topics such as stress, academics, extra-curricular activities, and school-based counseling

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services. The Military Connected Youth Process Action Team has held student focus groups and a teen summit in order to gain their perspective and increase their voice in addressing issues affecting students who are transitioning into FCPS, as well as how best to establish safe, healthy, and welcoming school environments. Staff will review this recommendation with Division Leadership. Recommendations to add questions to the Youth Survey (i.e. students who feel respected, drowsy driving) are currently being reviewed by FCPS and Fairfax County for future consideration.

476. Start conversation with university partners for training.

OPLFE will include this as a part of their ongoing meetings with university partners so that we can help collaborate around practices, strategies, and research that will help better prepare our new teachers and leaders.

Regulation 2601 Student Rights and Responsibilities (SR&R)

477. Include text about ombudsman.

“If you have questions or concerns about the right to complain, contact the Ombudsman’s office at ombudsman@fcps.edu.”

478. Clarify that when a student is unable to attend sports events as part of temporary removal

that team practices are included.

“The violation of this subsection shall result in temporary removal for X calendar days from all student activities, including from competition or practice in teams, clubs, and all other school activities (such as but not limited to homecoming or prom, including attendance as a spectator or audience member).”

479. Include needs of students with disabilities and addressing their needs collaboratively with

their parents in the introduction.

“FCPS looks at every student and their unique needs and wants to work collaboratively with each family to support their child’s needs.”

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Added to section Guidance for Parents of Students with Disabilities Regarding Virginia Department of Education (VDOE) Regulations Related to Discipline:

“FCPS looks at every student and their unique needs and wants to work collaboratively with each family to support their child’s needs. For students with special education services, the IEP team (to include parents) requires that each child’s unique needs are reviewed and considered during the IEP process.”

480. Include language regarding mandatory reporting for Title IX.

“All staff shall report any observed or reported allegations of prohibited discrimination.”

481. Send Board link to model Code of Conduct.

http://www.doe.virginia.gov/support/student_conduct/index.shtml

482. Add link and code key in both online and paper document for state code

references.

Added codes to the proposed regulation, page 20-21.

483. Invite Arlington School Board and staff to come to Board meeting to discuss their

program, or if they are unable to attend, provide a summary of the program.

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FCPS staff reached out to Arlington School staff to invite them to the June 24 work session.

Arlington County Code of Conduct (https://www.apsva.us/wp-content/uploads/2018/08/Handbook2018-19-w-cover.pdf): pages 37-40

Prohibited substance use, as defined in this policy, includes: (1) any use, possession, sale, dispensing, or being under the influence of alcohol or illegal drugs, such as cocaine, k-2 (spice), marijuana, heroin and other drugs defined by law as controlled substances, or imitation controlled substances, and/or; (2) using tobacco and other substances that are deemed harmful to young people including e-cigarettes, vaping or juuling, and/or; (3) the wrongful, extreme, or improper use of an otherwise legal substance, such as sniffing glue, exceeding the recommended amounts of over-the-counter medications, or taking medicine prescribed for another person; and/or (4) any possession of drug paraphernalia, including any equipment, products, and materials or any of their parts that are designed or intended for packaging, storing, repackaging, containing, concealing, injecting, ingesting, inhaling, or otherwise introducing into the body a controlled substance or imitation controlled substance. Upon receipt of a report of prohibited substance use, the Principal or designee will ensure that the parent or guardian of the student is or has been notified.

Violations of this policy may result in expulsion, suspension or referral to an alternative substance abuse program. A student who has violated the prohibited substance use policy for the first time and whose conduct would constitute a misdemeanor under Virginia law is eligible for placement in the Second Chance Program (www.secondchancearlington.org) in lieu of a suspension remaining on their record. This is a three-day, early intervention program designed to educate students and their parents and to prevent future substance use. An eligible student who successfully completes the program, including all requirements for follow-up assessments and good behavior, will not be subject to suspension for that particular violation of the substance use policy. However, if a student placed in the program in lieu of suspension fails to successfully complete the program, including all requirements for follow-up assessments and good behavior, that student will be suspended pursuant to School Board Policies J-6.3.6 and J-7.4.

“Second Chance” Program

A student who has violated the prohibited substance use policy for the first time and whose conduct would constitute a misdemeanor under Virginia law is eligible for placement in the

“Second Chance” program in lieu of suspension. This is an intensive, early intervention program designed to educate students and their parents and to prevent future prohibited substance use. An eligible student who successfully completes that program, including all requirements for follow-up assessments and good behavior, will not be subject to suspension for that particular violation of the prohibited substance use policy. However, if a student placed in the program in lieu of suspension fails to successfully complete the program, including all requirements for follow-up assessments and good behavior, that student will be suspended pursuant to this policy and to School Board Policy J-7.4 Discipline. A student who has been

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suspended for a violation of the prohibited substance use policy may be referred to the “Second Chance” program to have the benefit of this early intervention program.

https://www.apsva.us/second-chance-overview/ Second Chance is a three-day early intervention education program for Arlington middle and high school students whose parents/guardians are residents of Arlington. It is specifically designed to help students in the early stages of drug or alcohol use who are caught for the first time at school or by the police in possession or under the influence of alcohol, marijuana, or other illegal drugs. Parents who are concerned their teen is an “early experimenter” may voluntarily enroll their teen in the Program.

https://nebula.wsimg.com/91bcec3541f0d3145e2389af829a74b7?AccessKeyId=174F6CD55D4BC7FE7B2E&disposition=0&alloworigin=1 Brochure- What is Second Chance? Second Chance is an educational program for Arlington middle and high school students to help them avoid using alcohol, drugs, and/or certain other substances. It is not treatment or therapy. Teens showing signs of early substance use will benefit most from attending Second Chance. Why should a student attend Second Chance? Students who are found to be under the influence of alcohol, marijuana, and/or certain other substances may be diverted to Second Chance in lieu of school suspension by Arlington Public Schools or prosecution by Arlington County Juvenile Courts. Parents who are concerned about or see signs of early substance use can refer their teen, and students can refer themselves. (A self- or parent referral will not necessarily preclude a teen from being able to attend Second Chance again should the need arise.) Participation in Second Chance is confidential.

484. Greater feedback from staff on enhanced parental notification process.

Dr. Mayo reviewed the parent notification process and recommended changing “reasonable efforts” to “earnest efforts” as well as recommending adding language about examples of how to attempt to reach parents, and documenting those efforts, time, and date. Several of these changes are incorporated into the proposed regulation. In addition, language was added to indicate that no students 8 or younger will be asked to write statements.

485. On parental notification, add time, date and method when documenting parent

notification.

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In the event that an administrator has reason to believe that a student has committed an offense that would result in a referral to the Division Superintendent, or has a first time drug violation, the school administrator shall make reasonable efforts (e.g. phone, text, email) to notify the student’s parent as soon as possible and before questioning the student about the alleged offense…School administrators shall document parent notification efforts, including time, date, and method of notification.

486. On parent notification, add reference to first time drug use to make sure the parent

notifications requirements apply.

In the event that an administrator has reason to believe that a student has committed an offense that would result in a referral to the Division Superintendent, or has a first time drug violation, the school administrator shall make reasonable efforts (e.g. phone, text, email) to notify the student’s parent as soon as possible and before questioning the student about the alleged offense…School administrators shall document parent notification efforts, including time, date, and method of notification.

487. Staff to provide comprehensive summary of the Feb. 2019 meeting of all FFX County

agencies for discussion of diversion program and Arlington’s Second Chance program.

The Department of Special Services (DSS) staff met with representatives from Fairfax County Police Department, Fairfax County Juvenile and Domestic Relations District Court (to include the director and judge), Community Services Board and the Office of the Commonwealth Attorney on February 12, 2019 to discuss possible collaboration to address how we respond to first time marijuana possession of juveniles. During the meeting, we discussed the Diversion Program, the FCPS Alcohol and Other Drug seminar, other FCPS interventions, the Arlington Second Chance program and current concerns about THC oil and vaping. The entire group agreed to support a diversion program (similar to the Arlington Second Chance program) that supports an educational approach for first time offenders. Each agency left the meeting agreeing to follow up on specific concerns

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discussed with the agreement that we would meet again once the FCPS Student Rights and Responsibilities was approved to determine next steps. On June 18, DSS staff met with the Director of Juvenile and Domestic Relations District Court to discuss data and to develop a plan of action to move forward with developing a partnership between FCPS and JDRDC to address first time drug offenders (misdemeanors only). The first step in our collaboration is the development of a Memorandum of Agreement between FCPS, Fairfax County JDRDC, and the Fairfax County Police Department. Other law enforcement agencies (Herndon and Vienna Police Departments) will also be invited to participate.

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WS/Strategic Plan - Goal 2: Caring Culture

488. Identify the gaps in the food program. 489. Board to be provided with estimated time of when we will revisit these metrics for next

year’s report.

490. Resend the Board the link to cultural proficiency module and ensure in the Fall when these modules come up that Board is invited and maybe schedule a training for the Board.

491. In next report, baseline report and data to be presented by year.

492. Provide Board analysis of data disaggregated by region, where possible.

493. Provide link to intervention programs to increase awareness.

494. Disaggregate data on drug-free youth for each grade and include in report.

495. Consider an alternate metric for the “all students will feel respected and included at

school”.

6/24/19 SRR

496. Move item K - page 11 to page 1, Introduction

497. Include a reference to both Ombudsmen on Page 12

498. Reference or add footnote on page 37 about the SRO MOU

499. Include reference to regulation 6410 and the rights of students to bring their own device, as well as to access the network, however there are responsibilities. The acceptable use policy is currently in the parent section. The timing of the acceptable use policy will be consistent with the review of the SR&R.

500. Superintendent work with staff on potential language regarding Miranda rights.

501. Superintendent to make recommendations regarding parental notification.

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502. Remove the last sentence on Page 11, item J.2. Complaint to the Regional Assistant Superintendent that states “The decision of the regional assistant superintendent shall be final”

503. Page 58 add word “negative” on page 58, in first paragraph under Substantial Disruption so that it reads “Includes any event that negatively impacts students…”