>> WE'RE GOING TO CALL THE MEETING TO ORDER.
[1. Welcome]
[00:00:05]
I NEED A MOTION TO ADOPT THE AGENDA FOR THE MEETING.>> AYE WE'LL TURN IT OTHER TO GNAT AND CRAWFORD.
>> THANK YOU FOR YOUR PATIENCE, AS WE ARE JUST A FEW MINUTES LATE STARTING.
[2. Review of previous committee meeting work from February 2, 9 & 23, 2022]
AS WE BEGIN OUR LESSONS IN ALL OF OUR SCHOOLS AND OUR PROGRAMS, WE WORK HARD WITH OUR STAFF, WE ALSO SAY CONNECTION BEFORE CONTENT.YOU'RE FAMILIAR WITH THE MOOD METER, WHICH IS FROM THE RULER PROGRAM, S.E.L.
WE WILL PAUSE FOR 20 SECONDS AND DO A TURN AND TALK WITH YOUR PARTNER AND CHECK IN WHERE WE FEEL THIS EVENING, BEFORE WE DELVE INTO SOME PRETTY HEFTY POLICY WORK.
THE SLIDES WE REVIEWED EVERY TIME, IN CASE WE HAVE NEW STAFF COMMUNITY MEMBERS REVIEWING.
THIS IS A REMINDER WHAT OUR SCHOOL BOARD COMMITTEE RESPONSIBILITIES ARE.
WE TALK ABOUT THE ROTATION OF THE THREE BOARD MEMBERS SURVEYING AND THE RESPONSIBILITIES ARE TO PERFORM THE INDEPTH POLICY REVIEW WITH THE EQUITY LENS AND ATTEND OUR REGULAR MEETINGS.
I FEEL LIKE WE MEET A LOT MORE MONTHLY, ESPECIALLY IF YOU'RE ON THE FRIDAY TEAM.
WE SHOULD UPDATE THAT WITH A LITTLE ASTERISK.
AS WE DO TONIGHT, WE REVIEW, AND YOUR INPUT BEFORE IT MOVES FORWARD TO THE LARGER GROUP.
I'M JUST GOING TO PAUSE FOR A MOMENT, JUST AGAIN TO SHARE NEW PEOPLE JOINING ON THE PREVIEW SIDE.
WE HAVE WORKED OUR WAY TO THE LAST ONE.
AND MATT HAS BEEN ABLE TO PULL THINGS, FROM STAFF AND IDRA AND EXISTING POLICIES AND ALSO MANY LESSONS LEARNED AS WE HAVE SOME SPAN OF TIME BETWEEN SOME OF THE POLICIES THAT WE KNOW NEED TO BE UPDATED.
THE GOAL THIS EVENING, IS TO REFIND THE DRAFTS AND HOPEFULLY BE IN A PLACE, WITH A GOOD AMOUNT OF THEM, TO ADVANCE THEM TO THE FULL SCHOOL BOARD WHICH IS IN THE APRIL 1ST MEETING.
AT THIS POINT, I'LL TURN IT OVER TO MATT AND START SHARING MY SCREEN AND TURN IT OVER.
[3. Draft Policy Revisions]
>> GO THROUGH THE POLICIES IN ORDER.
THESE ARE ALL POSTED FOR THE MEETING.
I'LL READ THE POLICY NUMBER AND THEY HAVE LINE NUMBERS IN THEM SO EVERYBODY COULD FOLLOW ALONG.
AND I WILL ACTUALLY SHARE MY SCREEN SO THAT YOU ALL, SO PEOPLE AT HOME COULD SEE WHAT WE'RE TALKING ABOUT.
YOU HAVE A COPY OF THE POLICIES AS WELL.
I WOULD LIKE TO START, WITH GOOD REASON, IHB, CLASS SIZE POLICY IN THE LIST.
AND WHAT WE WILL DO WITH THIS IS JUST GO THROUGH THIS AND I'LL TALK A LITTLE BIT ABOUT OVERALL HOLISTICALLY WHAT THE CHANGES WERE AND FROM THERE, WE'LL KIND OF GO THROUGH THEM LINE BY LINE AND LOOK AT THE EDITS AND BE SURE THAT, WE CAPTURED THINGS CORRECTLY, AND THINKING AND WE'LL MOVE FROM THERE.
IN THE CLASS SIZE, THE VAST MAJORITY OF THE CHANGES HERE WERE -- WE MENTIONED WE WILL FACTOR AWARENESS OF CAPACITY, AND SOME OF THE ROLES IS LARGER THAN OTHERS
[00:05:09]
AND THAT DIRECTLY IMPACTS CLASS SIZE.AND BE SURE WE'RE INCLUDING EQUITY AS WELL IN THE CONCEPTS IDEA.
AND ALSO, THEY ASK FOR IMPLEMENTATION MONITORING.
SOMETHING THAT MONITORS IMPLEMENTATION TO THAT.
THAT'S THE SUBSTANTIAL CHANGES TO THE POLICY.
WE WILL SORT OF GO THROUGH THIS.
YOU'LL NOTICE AT THE TOP OF THE POLICY, ON LINE, STARTING ON LINES, THE FIRST PARAGRAPH, YOU WILL READ THAT, LINES 3-7.
THAT'S WHERE WE INCORPORATE THE POLICY.
THAT'S THE BOLD STATEMENT, WE TALKED ABOUT LAST WEEK OR TWO WEEKS AGO.
IF THAT WAS ENOUGH TIME, DID WE CORRECTLY CAPTURE YOUR THINKING? IS THAT A GOOD STATEMENT THERE? THAT'S A GOOD STATEMENT? OKAY, GOOD.
SHOULD THE WORD COMMITMENT, WORDS COMMITMENT --.
IT'S WHERE THE SCHOOL BOARD'S COMMITMENT.
THAT'S A GOOD POINT >> GRAMMARLY, WE DIDN'T CATCH THAT.
THERE'S NO OTHER CHANGES HERE OTHER THAN, AS YOU SORT OF NOTE, GO DOWN, SORT OF GO DOWN, DROPPING THE SHELLS, THAT SORT OF A TREND WE'RE SEEING IN MODERN POLICY.
IT MAKES POLICIES LESS SUCCESSFUL.
A LOT OF THE POLICIES IS DROPPING THE SHELLS.
IT READS MORE, IS MORE APPROACHABLE; RIGHT? AND MORE ACCESSIBLE TO PEOPLE.
AT THE END, WE ADDED A STATEMENT ABOUT MONITORING, IMPLEMENTATION OF POLICY, PROVIDED BY THE SUPERINTENDENT.
WE DON'T WANT TO GET IN A POLICY, INTO THE REALLY DETAILS ABOUT THE CONTENT OF THE REPORT; RIGHT? THE POINT, THERE'S A REPORT, THAT ALLOWS YOU TO IMPLEMENT THE MONITORING OF THE POLICY.
THAT'S A FAIRLY STANDARD STATEMENT AND WE CAN USE THE POLICIES.
MONITORING THE IMPLEMENTATION.
>> AND THAT COMES IN THE BOARD, OF COURSE, THE FALL, THE TRANSFER REPORT AND SOME PIECES OF THE REPORT AND WE HAVE THE CLASS SIZE.
WE DON'T NECESSARILY HAVE TO RENAME THAT AND ESPECIALLY IF THE CATEGORIES CHANGES.
THAT'S AN EXAMPLE YOU SEE, SO YOU COULD GET THE COMPARATIVE DATA.
>> THAT'S RECOMMENDED BY YOU GUYS AND IDRA.
ANY COMMENTS, FEEDBACK ON THIS ONE.
YOU COULD SCROLL UP TO THE TOP? I'M JUST -- I'M JUST GOING TO THROW THIS OUT THERE BECAUSE IT'S SOMETHING THAT CAME UP WHEN WE WENT THROUGH OUR EQUITY TRAINING.
THE LINE NUMBER 7 TALKS ABOUT EQUITABLY, MEETING THE NEEDS OF ALL STUDENT.
WE USE THE TERM STUDENT, INSTEAD OF ALL STUDENTS IN OUR WORK.
I WAS WONDERING IF YOU WANT TO DO THAT IN THE POLICY.
WE'LL GO ON TO THE REGULATION.
I'M NOT SURE WHAT WILL HAPPEN.
I WILL SHARE MY SCREEN, WE GO AND FIND OUT.
SO IN REGULATION HERE -- WHERE IT'S REALLY JUST A COUPLE OF CHANGES.
ONE WAS THAT, WE CLARIFIED THAT THE MILITARY APPLIES TO ACTIVE DUTY MILITARY.
THAT'S IN THE CODE OF VIRGINIA AND NOT PEOPLE WHO WERE RETIRED AND THAT KIND OF THING.
WE ADDED THE SECTION, REDUCING SIZE CAPS, AND THAT'S AN IDR
[00:10:02]
RECOMMENDATION.THOSE ARE THE TWO MAJOR CHANGES IN THE DOCUMENT.
WE SAID CLASS SIZES K THROUGH 5.
AND THE FACT, THE STUDENT TEACHER RATIO, IT ACTUALLY HAS BOTH.
SO WE SORT OF DROPPED THAT STATEMENT TO ITS CODE ALIGNMENT THERE.
AND THE LINE 32, THAT'S THE ACTIVE DUTY MILITARY.
AND IT'S THE CORRECTION THERE.
OTHER THAN THAT, THERE'S NO RECOMMENDED CHANGES TO THE POLICY.
THAT'S PROBABLY THE MOST -- AND UNLESS WE GET TO THE ONES THAT'S MORE STRAIGHTFORWARD AND WELCOME BACK TO THAT ONE I'LL GO TO JCA.
THERE'S A RECOMMENDATION, WE ADD A VARIABLE OF COMPARESON SCHOOL.
AND WE WERE CITED BY COMPARESON SCHOOL AND THAT ADDED TO THE BOTTOM OF THE POLICY, ITEM NUMBER 23.
OTHER SOURCE MANAGED TO THE TRANSFER OF POLICY, TO UNDERSTAND WHERE TO GO TO LOOK FOR THE OTHER GOVERNANCE.
THAT'S SORT OF A GOOD PRACTICE, BECAUSE WE'RE HELPING PEOPLE NAVIGATE
POLICIES >> I HAVE A QUESTION THAT I THINK CAME UP, WHEN WE TALKED ABOUT IT ON THE MEETING.
AND I'M -- I KNOW IT'S PROBABLY GOING TO COME UP WHEN IT COMES TO THE BOARD, THE ISSUE OF THE ONE HIGH SCHOOL.
HOW DO WE, WHAT IS THE PURPOSE OF HIGH SCHOOL.
WE HAVE OTHER PROGRAMS AND WE DO HAVE, IF YOU'RE NOT AT THE HIGH SCHOOL LEVEL, THERE ARE OTHER OPTIONS, WHICH IS WHY THE TRANSFER, THEY WILL ADD SENTENCES IN THERE.
IF WE HAVE SITUATIONS LIKE THIS, WE LOOK AT WHAT THE ALTERNATIVE PROGRAMS OF CFC AND -- AND THE SATELLITE CAMPUS HERE.
THEY ARE NOT, BY DEFINITION COMPARABLE AT ALL, THE DIFFERENT OFFERINGS AND THE SIZE.
THAT'S THE LESSON IN THE SCHOOL DIVISION >> THAT ONE IS GOOD.
THAT WAS TRANSFERRED OF STUDENTS PER CRIME.
THIS ONE IS REAL STRAIGHTFORWARD.
THIS IS THE TRANSFER OF STUDENTS PERSISTENTLY DANGEROUS SCHOOLS.
ALEXANDRIA DUNN HAVE DANGEROUSLY PERFECT SCHOOLS AND MANY RECOMMENDED, YOU SIMPLY STRIKE THE POLICY.
I'M GLAD WE DON'T HAVE ARGUMENTS ON THAT ONE.
I'M GOING TO THEN, SHIFT, GOING TO SKIP BY, REDISTRICTING ONES AS WELL.
THERE'S SOME OTHER, AND FOR TWINS, THAT'S JCJ >> IN JCJ -- THERE IS -- SO, IN THIS ONE, ESSENTIALLY, WE REALIGNED THE CONTENT WITH THE CODE OF VIRGINIA, THAT MODEL POLICY, DRIFTED A LITTLE BIT FROM THE CODE OF VIRGINIA.
I THOUGHT THAT THE CODE WAS A CLEAR WAY OF ADDRESSING THE CONTENT.
THE CLEAR POLICY, WAS A LITTLE BIT VAGUE, I THOUGHT.
[00:15:01]
THE BULLET POINTS AND THE STRUCTURE OF THE POINT, MADE IT CLEAR ABOUT THE PLACEMENT RULES ABOUT THAT AND THAT SORT OF THINGS.ONE QUESTION WAS THREE DAYS AFTER ATTENDANCE.
>> IT MAKES SENSE IN THE SENSE, IT'S DISRUPTIVE TO USE STUDENTS AFTER, IT COULD AFFECT RATIOS AND IN OTHER CLASSROOMS.
>> IN THIS SITUATION, THIS IS THE ONE WHERE THE PARENTS CAN, SORT OF DIRECT THE SCHOOL TO MOVE THE KID.
OF COURSE, THE SCHOOL ADMINISTRATORS COULD MOVE.
THIS IS THE PARENT'S RIGHT TO SAY, YOU, YOU MUST THAT'S THE ONLY REAL DIFFERENCE BETWEEN THAT ONE.
THE BASIC CONCEPT, IS THAT A PARENT KNOWS THEIR KIDS PRETTY WELL.
THEY SORT OF COULD MAKE THE DECISION BEFORE THE SCHOOL YEAR STARTS.
THAT'S THE BASIC IDEA BEHIND IT.
IF THEY FORGET, THE FIRST THREE DAYS.
AFTER THAT, IT'S INSTRUCTIONAL, AND WE WANT TO COLAB RATIVELY MAKE THAT DECISION.
THIS IS JUST CODE LANGUAGE; RIGHT? ANY QUESTIONS ON THAT ONE?
IT'S ALL REAL STRAIGHTFORWARD >> PERSONS OF NOT OF SCHOOL AGE? OKAY.
THIS ONE, IS REAL STRAIGHTFORWARD AS WELL >> THE ONLY CHANGE WITH THIS ONE.
AND YOU'LL SEE -- WE HAVE SOME GENDER NEUTRAL LANGUAGE.
WE REPLACE HIS AND HERS WITH THEIRS.
THERE'S A LOT OF THAT CONSISTENTLY, THROUGHOUT THE DOCUMENT.
THERE'S A LOT OF CONSISTENCY, THE WAY THE POLICIES ARE WRITTEN.
THERE'S THE POLICY AROUND, IF YOU CHOOSE -- AND THE BREAD CRUMBS TO IMPROVE READABLITY FOR THE CITIZENS.
WHAT WORKS THE POLICY, IT'S HERE >> I'M LOOKING AT THE AT A SECOND TIME.
THE SECOND POLICY, LINED 13 >> IT SAYS, AN INDIVIDUAL, WHO IS BEYOND SCHOOL AGE.
ALTHOUGH, THEY ARE COUNTING THAT BEFORE THE FIFTH BIRTHDAY.
OR AFTERNOON THE 20TH BIRTHDAY.
IT'S JUST THE WORD BEYOND TO DESCRIBE A CHILD WHO IS NOT YET 5 IS A LITTLE AWKWARD.
I REMEMBER WHEN I READ IT IN THE PAST, IT TRIPS ME UP, BECAUSE IT'S A CONFUSING WORD.
ISM I THINK THAT CAPTURES BECAUSE IT'S HOW IT'S OUT LINED.
YOU ARE NOT SCHOOL AGED POLICY >> MOVING ALONG, WE CAN GO TO JCA, ADMISSION OF HOMELESS CHILDREN.
>> THANK YOU FOR THAT CORRECTION >> LOOKING RIGHT AT IT.
THERE'S A COUPLE OF CHANGES HERE >> JUST REMINDING PEOPLE, IT'S A FEDERAL LAW
THAT PROTECTS THE CHILDREN >> PEOPLE ARE EXPERIENCIN HOMELESSNESS.
AND IT'S THE CURRENT LANGUAGE TO USE, AND USE THAT, IN EXPERIENCING HOMELESSNESS.
WE HAVE A DIRECT STATEMENT, AND SEGREGATING STUDENTS, EXPERIENCING HOMELESSNESS
>> SUCH AS A HOTEL AND MOTEL, AS AN EXAMPLE OF THE TEMPORARY SHELTER, TO
IMPROVE REED ABILITITY THERE >> ONCE YOU GET DOWN TO LINE 49 TO 23: IT'S BRINGING THE CODE LANGUAGE AND PROTECTIONS FROM THE KIDS.
IT REALLY HELPS TO PROTECT THE KID A LOT AND PUTTING THE INTEREST OF THE KID.
[00:20:02]
IT'S A REALLY GREAT SUPPORT FOR THE KIDS, WHICH IS CRITICALLY IMPORTANT.>> WE STRUCK THE CONTENT OF THE EXPLANATION.
AGAIN, BECAUSE IT THERE COULD BE BARRIERS TO PEOPLE >> BEFORE THE ENROLLMENT DECISIONS OF THE KIDS.
CONSIDERS THE VIEWS OF COMPANY YOUTH AND GIVES A PRIORITY FOR THAT.
THAT'S UNDERSTANDING THAT KIDS ARE GIVEN THESE THINGS.
THEY ARE A PRIORITY: THAT'S STRENGTHENING AND CODEFYING IT THERE.
HEALTH REQUIREMENTS AS A CODE LANGUAGE CHANGE.
MISSING AND IT'S IN THE VS MODEL.
THESE FAMILIES, MAYBE THERE'S DEADLINES AND THEY SHOULD NOT BE PENALIZED FOR THAT.
I THINK MOST OF THIS IS PRETTY STRAIGHTFORWARD, REEDABLITY.
WHETHER YOU GET TO GO TO SCHOOL OR NOT.
IT'S SORT OF VAGUE, ON WHAT SCHOOL YOU GO TO.
WHETHER YOU GO TO SCHOOL OR NOT.
READY, SURE IT COVERS THE MAJOR CHANGES.
I THINK THE REST OF THESE ARE EXPERIENCING HOMELESSNESS CHANGES AND THAT'S SORT OF A CONCEPT THROUGHOUT THIS.
IF YOU SCROLL WAY DOWN, THE CODE UPDATED -- AND WE UPDATED THE POLICY: SO UPDATE THE CODE.
>> I SAW ONE THING, ON-LINE 69, MINOR.
I THINK IN THE PARENTHESIS, IT'S SUPPOSED TO SAY, UNACCOMPANIED USE >> JACA69.
>> SOME PEOPLE HAVE A KNACK FOR THAT.
>> JUST A SIDE COMMENT THAT WE WERE TALKING IN OUR DEPARTMENT ABOUT ONE OF THE THINGS.
AND ONE OF OUR FIRST MEETINGS, USING DIFFERENT LANGUAGES, OF STUDENTS USING HOMELESSNESS.
WE DIDN'T HAVE A GREAT WAY TO GET AROUND THAT, WITH THE POLICY.
AS FAR AS IN PRACTICE, HOW WE WANT TO PROMOTE THE SERVICES AND THINGS ALONG THOSE LINES.
WE HAVE SOME CREATIVE IDEAS, WORKING WITH SCHOOLS, ONE OF WHICH, AN EVENT OF A PROGRAM, TALKING ABOUT MVP.
IF SOMEONE IS EXPERIENCING, SO WE KNOW THE SUPPORTS AVAILABLE.
JUST AS PRACTICE, HAVING DIFFERENT LANGUAGE.
>> LET'S GO TO JACE, INITIAL OF NONPUBLIC SCHOOL STUDENTS DENS.
>> IN THIS ONE, WE ADJUSTED IT TO MATCH THE VSPA MODEL POLICY >> THERE'S A STATEMENT, IF YOU'RE HOME SCHOOLED, COULD PARTICIPATE IN THE JUNIOR ROTC PROGRAMS.
>> TRAPS PARENCY ABOUT THE FAMILIES, HOME SCHOOLING THEIR KIDS.
IF THEY WANT TO SEND THEM TO JACT, THEY CAN.
IN CASE PEOPLE END UP IN THIS ONE >> MOVING RIGHT ALONG.
LET'S GO TO JEC, SCHOOL ADMISSIONS.
THIS POLICY COVERS, WHETHER OR NOT YOU GET TO ATTEND SCHOOL; RIGHT? THE PLACEMENT POLICY IS DISCUSSED, WHERE YOU GO TO SCHOOL.
THIS POLICY IS ALMOST ENTIRELY COLANGUAGE.
WE'RE MOVING THE AGENDA AFFIRMATIVE LANGUAGE.
IMPROVING REEDABLITY JACA, WE'RE ADDING THE TITLE OF THE POLICY TO HELP PEOPLE UNDERSTAND THAT IS TWAEN NECESSARY.
AND AS YOU COULD SEE MY COMMENTS ON THE SIDE.
AND 47 THROUGH 50, THIS IS A -- THIS IS A COMMENT ON ANY OR -- ANY OR ALL
[00:25:18]
PORTION OF A BUILDING.THERE'S BIG QUESTIONS AT ONE POINT, ABOUT A BUILDING, THAT'S PARTWAY IN IT, PARTWAY OUT.
ANY OF THE BUILDINGS IN ALEXANDRIA COUNTS >> THERE WAS A STATEMENT FROM RDRA, 76-77.
THERE'S LANGUAGE SPECIFICALLY ON A CHILD, THAT'S SPLIT 50/50 BETWEEN TWO PARENTS.
AND THAT'S BRINGING THE MAJORITY OF NIGHTS.
IT'S ONE OF IT, EXACTLY 50 PERCENT; RIGHT? THIS SITUATION, THEY SAID THEY QUALIFY.
ASSUME THAT, IN JOINT CUSTODY WITH 50/50, ONE OF THE PARENT RESIGNS, THEY CAN COME HERE.
IT DOESN'T HAVE TO BE 51 PERCENT.
IT COULD BE 50 # A >> THAT'S AN RDA RECOMMENDATION OR UPDATE ON THE STATUTE.
>> I APOLOGIZE, THAT I MISSED THAT.
SO COULD WE JUST FLAG THAT TO MAKE SURE THAT'S ALIGNED.
>> IT DOES >> LET'S, IF WE CAN FOLLOW-UP ON THAT.
I WANT TO BE CLEAR OF ANYONE MISSING.
I GIVEN YOU THE LANGUAGE, BECAUSE THAT'S THE LANGUAGE I USE ON A REGULAR BASIS WITH FAMILIES.
IF WE CAN HAVE A CONVERSATION, PUT A PIN ON IT.
LET'S SAY, LET'S GO BACK AND WE'RE CLEAR >> THAT MAKES SENSE.
AND WHAT IF IT'S 100 PERCENT, 50/50 CUSTODY.
THEN THE KID IS NOT A MAJORITY IN EITHER ONE.
>> IT'S A GOOD QUESTION AND IT'S A -- ALWAYS A VERY COMPLICATED SITUATION WHEN
THEY COME UP >> IT'S RELATIVELY UNUSUAL, TO HAVE JOINT CUSTODY ON SCHOOL
[00:31:09]
NIGHTS.IT'S USUALLY WEEKENDS AND SUMMERS.
>> THERE'S A LOT OF CODE UPDATES TO CHILDREN, OF ACTIVE MILITARY PERSONNEL.
THIS IS IN SUPPORT OF THE MILITARY COMPACT AND THE IDEAS, FAMILIES ARE VERY
TRANSITIONAL AND BROWNED >> THE CODE HAS BEEN UPDATED TO SAY, IF YOU HAVE ORDERS, YOU'LL BE MOVING TO ALEXANDRIA.
AND ALL THOSE THINGS, EVEN IF WE DON'T ACTUALLY LIVE IN HERE YET.
>> AND TO BE CLEAR, THAT'S OUR PRACTICE CURRENTLY.
ONCE YOU GET YOUR ORDERS, WE UNDERSTAND, YOU MAY BE OVERSEAS AND LOOKING FOR A PLACE TO LIVE.
MY WIFE GREW UP AND IT'S THE EXACT EXPERIENCE.
WE DELETED SOME PARTS THAT IS A POLICY.
I'M NOW ON LINES 41 THROUGH 46.
ONE OF THE THINGS I'D LIKE TO DO FROM A POLICY DESIGN, NOT HAVE THE SAME FOR -- AND NOW YOU HAVE TWO POLICIES IN CONTEXT TO EAC OTHER.
AND WHENEVER WE SEE THAT, WE STRIKE IT.
DEPENDING WHICH ONE MAKES MORE SENSE, SO YOU WILL SEE SOME OF THE CHANGE THROUGHOUT THE DOCUMENT IT HELPS YOU MOVE FORWARD.
THERE'S AN INTERESTING QUESTION THAT'S RAISED BY IDRA UNDER 147.
THE CODE SAYS, IF YOU DO NOT HAVE A BIRTH, COPY OF A BIRTH RECORD, NOT PROVIDED, YOU GO TO A LAW ENFORCEMENT AGENCY.
RDRA FLAGGED THAT AS AN EQUITY ISSUE.
I'VE SEEN IT IN THE OTHER SIDE, AS PREVENTING A KID FROM BEING TRAFFICKED AND PROTECTING KIDS, THAT SORT OF PROOF, YOU'RE THE PARENT AND NOT TRAFFICKING A CHILD.
YOU'RE PROTECTING THE CHILD, TOO.
>> THERE'S AN OPPORTUNITY TO INCLUDE SOME LANGUAGE.
THAT'S ALWAYS A FIRST THOUGHT.
THIS IS THE PARENT OR GUARDIAN, THAT THE CHILD IS SUPPOSED TO BE WITH.
WHAT I'M WONDERING, TO CAPTURE THE SUPPORTS WE GIVE THE FAMILY, IDENTIFYING WHAT'S THE BARRIER, IN GETTING THE BIRTH CERTIFICATE.
MAYBE THE PERSON DOESN'T KNOW HOW TO REQUEST ANOTHER COPY AND GO THROUGH DIFFERENT STEPS TO SUPPORT THEM.
[00:35:07]
OUR FIRST CALL IS NOT TO LAW ENFORCEMENT.OUR CALL IS TO TALK TO THE FAMILIES, IF YOU'RE EXPERIENCING HOMELESSNESS, YOU HAVE TO LEAVE, YOU DON'T HAVE VITAL DOCUMENTS.
TO CLARIFY THAT AFTER PROVIDING SUPPORT, TO THE FAMILY AND NOT HAVING SOMETHING AS CONCERNS EXIST THAT THIS PERSON IS NOT THE GUARDIAN, THAT WE WOULD REACH WITH, OR WORK WITH OUR LAW ENFORCEMENT HOW WOULD THAT BE AN EQUITY ISSUE?
>> IT GETS TO THE FACT, THE KID MAY NOT BE DOCUMENTED.
THE KID COMES ACROSS AND THEY ARE UNDOCUMENTED >> YOU'RE REFERRING TO THE UNDOCUMENTED TO LAW ENFORCEMENT.
>> I THINK, THAT'S WHERE SCHOOLS DEAL WITH IT EVERY DAY.
THEY ARE ABLE TO WORK WITH FAMILIES AND ASSESS THE ANXIETY THE FAMILY HAS, IF THAT'S THEIR SITUATION.
I THINK WE CAN CAPTURE THAT, LIKE I SAID.
CERTAINLY CLARIFY, AND FAMILIES COME IN AND WE ARE ABLE TO GET THE COPY.
WE'RE ABLE TO DETERMINE WHAT THE ISSUE IS AND WHAT THE BARRIER IS >> I THINK THAT'S A REALLY GOOD POINT AND THE CODE ALSO SAYS, IF YOU ARE A RESIDENT, THE
SCHOOL IS A RESIDENT, YOU WILL COME TO SCHOOL >> IT'S IN THE BOARD MESSAGE, WE DON'T ASK STUDENTS ABOUT CITIZENSHIP AND THOSE THINGS.
WE DON'T ASK THAT INFORMATION TO FAMILIES.
I THINK THE STEPS WE TAKE, BACK UP HOW WE SUPPORT FAMILIES, AS WE LOOK TO
REPORT, FAMILIES WHO MAY NOT HAVE A VITAL DOCUMENT >> IT DOESN'T MEAN YOU HAVE TO HAVE IT IN YOUR POLICY.
THERE'S A BOAT LOAD OF POLICY THAT IS NOT IN THE POLICIES.
THAT'S ANOTHER THING YOU COULD DO, DELETE THE CLAUSE FROM YOUR POLICY.
I DON'T THINK IT ACCURATELY REFLECTS THE WAY ALEXANDRIA TREATS US.
>> AND JUST TO CLARIFY, YOU WILL WORK ON TRYING TO REDRAFT THE SECTION OR THINKING OF DELETING IT.
>> I WAS ACTUALLY THINKING OF REDRAFTING.
CERTAINLY, IF YOUR PREFERENCES IS TO DELETE, WE CAN LOOK AT IT, TOO.
I WAS LOOKING AT THE SAFETY, AND IF PEOPLE ARE UNABLE TO PRODUCE THEY ARE GUARDIANS AND FIND OUT, THERE'S A SITUATION, THAT IT WOULD BE IN, YOU KNOW, AS A LAST RESORT OPTION, WE WOULD WORK WITH OUR LAW ENFORCEMENT, STUDENT WAS IN CUSTODY OF GUARDIAN, SOMETHING ALONG THE LINES.
>> AND THAT REINFORCES, THE RATIONAL, TO PROTECT KIDS.
>> DOES THAT WORK FOR YOU ALL.
>> YEAH, I WOULD LIKE TO SEE, WHAT ELSE IS DRAFTED AND HAVE THE DISCUSSION AT
THAT POINT >> SOME PRELIMINARY ACTIONS, BEFORE LAW ENFORCEMENT.
>> AND SECTION F, RDI MENTIONED, TALKED ABOUT TUITION AND BEING EQUITABLE.
YOU'LL SEE THIS IN SEVERAL PLACES, THESE THINGS ARE CONDUCTED IN A WAY THAT'S, AND YOUR EQUITY IS DEEPLY WOVEN IN THE PLAN AND A LOT OF DECISIONS YOU'RE MAKING, IMPLEMENTATION OF THE POLICIES IS SUPPORTING THE STRATEGIC PLAN, DRAWING BREAD CRUMBS BACK TO THE STRATEGIC PLAN ITSELF, A SOLID WAY TO WORK THE PLAN AND THE POLICIES TOGETHER.
RATHER THAN SAYING, WITH EQUITY, WITH THE STRATEGIC PLAN.
I THINK IT SHOWS A CLEAN WAY OF HANDLING THAT.
YOU'LL SEE THAT IN SEVERAL PLACES.
[00:40:43]
THIS IS TALKING ABOUT STUDENTS WHO WERE PREVIOUSLY EXPELLED ANDADMITTING THE STUDENTS TO ALEXANDRIA >> I ACTUALLY THOUGHT THAT WAS CODE WE COULDN'T ENROLL.
IF THE STUDENT HAS BEEN EXPELLED, WE IN VIRGINIA, HONORED THAT EXPELTION.
>> I THINK YOU MAY BE EXCLUDED.
>> WHAT I WOULD SAY, AND IT MAY CHANGE.
THANKFULLY, WE DON'T HAVE A LOT OF TIMES.
WE HAD STUDENTS THAT COME TO US AT THE CONCLUSION OF AN EXPULSION AND THEY ARE QUICKLY ENROLLED.
THE BOARD POLICY DOES SAY, FOR EVEN THE LONG-TERM SUSPENDED AND EXPELLED STUDENTS, WE ARE ABLE TO PROVIDE WE MAHON NOR, OF STUDENTS TO ATTEND SCHOOL AND THEN LOOK AT SUPPLEMENTSALS.
I DON'T BELIEVE THAT WE COULD AND IT -- THE CODE MAY HAVE CHANGED.
I THOUGHT WE NEEDED TO HONOR THAT.
>> WE'LL DOUBLE CHECK THAT CODE SECTION.
I THOUGHT I WENT THROUGH THE CODE AND POLICY REALLY CAREFULLY.
I WILL DOUBLE CHECK THAT'S CORRECT.
THAT'S AN ACCURATE REPRESENTATION OF THE CODE LANGUAGE.
>> IF I LEAVE THIS LANGUAGE, I WOULD SAY, THIS IS AN AREA, YOU KNOW, THE DEPARTMENT THAT IS INVOLVED IN THE SITUATIONS, EQUITY FEELS THIS WOULD BE CONSIDERED EQUITY, IF WE ARE LOOKING TO EXCLUDE A STUDENT.
I WOULD LIKE TO OUTLINE THAT A LITTLE MORE, FLESH IT OUT, WHAT DOES EQUITY MEAN IN THAT SENSE, WHEN WE ARE CONSIDERING, COME BACK TO THE DECISION.
I WILL GET TO SEE WHAT'S IN THE CODE.
WE WILL SLOWLY WORK ON THE COMPLICATED ONES, AS YOU'RE NOTICING.
I THINK THAT'S IT FOR THIS ONE.
HAVE WE GONE THROUGH THAT ONE? 238 PLACEMENT, THAT CONTENT WAS MOVED -- JUST BECAUSE IT DIDN'T TALK AT ALL.
IT TALKED ABOUT WHAT IT WENT THROUGH.
IT DIDN'T FIT WITH THE REST OF THE CONTENT >> FLIPPING RIGHT OVER, JECR2.
>> COULD I ASK A CLARIFYING QUESTION ABOUT, ESPECIALLY FOR ANYONE WHO MAY LISTEN TO ABOUT THE TUITION WE MAY HAVE HAD EARLIER.
JUST CLARIFYING WHO WOULD PAY THE TUITION.
>> I COULD TELL YOU, FROM THE STUDENT SERVICES LENS, BECAUSE WE DON'T HAVE CAPACITY FOR OUT OF DISTRICTS TO COME AND PAY, THAT WE DON'T USE THAT.
WE HAVE HAD FAMILIES, COULD WE COME AND PAY TUITION?
[00:45:07]
WE DO USE THE TUITION NUMBER, IF WE HAVE A SITUATION, RESIDENCY THAT HAS BEEN FALSIFIED.YOU WILL BE CHARGED BASED ON THE TUITION OF SUCH.
AND, OF COURSE, IT'S DEVELOPED AS PART OF THE BUDGET PROCESSES AND THAT'S HOW THEY COME TO PLAY WITH US, IF SOMEONE FILED RESIDENCY, WE HAVE THE RIGHT TO CHARGE THEM.
USUALLY IT IS ENOUGH OF A THREAT.
IT'S A SUBSTANTIAL NUMBER, ESPECIALLY IF YOU HAVE MULTIPLE CHILDREN, TO BE ABLE TO SAY, THIS IS WHAT YOU'RE IN THE LINE FOR.
THERE'S, YOU KNOW, UNFORTUNATE CONVERSATIONS.
HAVING THAT INCLUDED AS HELPFUL FROM THAT END.
IN MY TIME HERE, WE HAVE NOT HAD TUITION-BASED STUDENT THAT I'M AWARE OF >> MAY ANSWER THE QUESTION, THAT MAY BE ADMITTED.
WE'LL GO BACK AND DOUBLE CHECK THE CODE >> I'M OBSERVING, I LITERALLY, EXACTLY COPY AND PASTE FROM THE SECTION.
THE VSP POLICY MODEL MAY BE INCORRECT.
I WILL GO BACK AND CHECK THE CODE ON THAT.
>> YOU'RE WELCOME >> IT WAS NOT AN EGREGIOUS ERROR ON MY PART.
JECR2, WHICH IS KINDERGARTEN PLACEMENTS.
THIS IS I SIMPLY TOOK THE CONCEPT OF J.E.C.
AND MOVED IT AND MADE A NEW STATEMENT, KINDERGARTNER, SO PARENT COULD UNDERSTAND
WHAT THE OPTIONS ARE TO THEM >> AS YOU SAW, THE POLICIES ARE HEAVY AND LONG.
I DO THINK, THAT'S SMART TO PULL IT OUT.
AND ONE QUICK SEARCH, WE'LL BE ABLE TO FIND, WHAT OUR POLICY SAYS >> MOVING ON, WE'LL GO TO JECR, SCHOOL ADMISSIONS, REGULATIONS.
>> IN THIS ONE, THESE ARE CODE CHANGES.
RDA RECOMMENDED, THE SCHOOL DON'T INQUIRE OND GUARDIAN SHIP -- AND GUARDY SAYS, NO STUDENTS DENTS.
THAT'S SORT OF CODEFINING THE CONCEPT >> THE MILITARY, IT DOESN'T REALLY APPLY.
THERE'S NO MILITARY, WITHIN ALEXANDRIA, AND JUST BY AWARENESS, BECAUSE THIS IS A NEW -- A LOT OF ORGANIZATIONS ARE CONFIRMING, DIVISIONS ARE -- SO I THINK, HAVING IT IN -- IT STRENGTHENS IT A LITTLE BIT.
I THINK -- THERE'S ANYTHING ELSE?
>> I WOULD POINT OUT THIS REGULATION WENT THROUGH EXTENSIVE DEVELOPMENT SEVERAL YEARS AGO.
[00:50:03]
SOCIAL WORKERS WHO REALLY SUPPORT THE RESIDENCY ASPECT.LOOPING DOWN WITH OUR PRINCIPALS AT LEADERSHIP ACADEMY.
I THINK WE SHOULD HAVE MAJOR CHANGING TO THISMENT WE WANT OUR FAMILIES TO BE ABLE TO JUST GO THROUGH A CHECK LIST.
THIS IS A POLICY, THAT REFERENCED, IF YOU GO THROUGH FORM A AND B, IT HAS THE STATE HOUSING.
IT IS THE POLICY EMBARRASSMENT I WAS SEEING BEFORE.
>> DR. CRAWFORD MAY WANT TO TALK ABOUT AND THIS IS ON LINE 105.
WE SHOULD HAVE DONE IT OFF LINE.
WE HAD THIS CONVERSATION, A MORTGAGE CONTRACT DOESN'T NECESSARILY, HAVE OWNERSHIP OF THE HOUSE.
FAIRLY, OR SEARCH, AND YOU, YOU.
TERM MORTGAGE CONTRACT, IT'S NOT REALLY.
RIGHT IN THE MIDDLE OF SETTLEMENT.
THAT'S WHERE IT COMES, SETTLEMENT PAPERS.
IF YOU DON'T HAVE A LEASE, COVER THAT, HAVEN'T EXCLUDED ANYONE >> YOU THINK IT'S COVERED IF SOMEONE HAS PURCHASED A HOUSE, OR IN THE PROCESS OF PURCHASING A HOUSE BUT THEY HAVE NOT MAYBE REACHED THE POINT, WHERE THEY HAVE THE DEED?
>> I DO IN THOSE CASES, WE'RE IN COMMUNICATION WITH THE FAMILY HONESTLY.
THEY HAVE TO SHOW, THEY ARE AND WHAT THE TIME LINE IS, AND WHERE THEY ARE LIVING AND THAT'S.
>> AND WE'RE TALKING ABOUT DAYS.
THE COUNTY HAS NOT RECORDED THE DEED YESTERDAY YET.
THAT'S ABOUT IT >> THANK YOU FOR THE PATIENCE WITH THE PROCESS.
YOU LOOKED AT IT A NUMBER OF TIMES.
>> IT COULD BE A LITTLE TEDIOUS.
ARE YOU WATCHING WHAT I'M SCROLLING? I FORGET THAT.
SO WE'RE DOWN -- WE DONE ALL BUT TWO OF THEM.
THE REDISTRICTING IMPLEMENTATION AND THE STUDENT PLACEMENT.
I THINK WE WILL DO REDISTRICTING FIRST.
J.C.E., SO THINGS ARE GOING TO GET A LITTLE MEETY.
AND SO JC IS STUDENT PLACEMENT, STUDENT PLACEMENT IS REDISTRICTING.
THE CONTENT BETWEEN THE TWO HAS SORT OF EMERGENCIED REDISTRICTING FROM PLACEMENTS THAT OCCUR.
REDISTRICTING IS FOCUSED ON THE PROCESS, BY WHICH YOU.
AND OTHER THAN CHANGING AJOOCHL THAT'S THE BASIC MOVING THE COULD JECT.
IN THIS SITUATION, THIS IS THE TOP CONTENT ABOUT THE ATTENDANT ZONE IS ACTUALLY IN J.C.
>> I THINK THAT SIMPLIFIES THE INTENSITY OF IT.
AND THEN IN KEEPING WITH THE CONCEPTS WE TALKED ABOUT BEFORE -- DISTRICTING CRITERIA IN THE POLICY, WAS HOLD FROM THE 2017 AROUND TO GUIDE THE REDISTRICTING PROCESS THIS IS THE BOSHED'S RELIEF.
[00:55:02]
I BELIEVE YOU WILL START THE WORD WE'RE AT LOOKING LIKE.>> THE BOARD WENT THROUGH AN OUTLINE WANTED TO MAKE SURE, THEY WERE COVERING EVERYTHING.
THIS BOARD MAY HAVE A DIFFERENT TAKE.
MAY HAVE A DIFFERENT CRITERIA OF HOW YOU WANT.
MAYBE YOU WANT TO PRIORITIZE THINGS IN A -- THIS IS WHAT WAS HOSTED AND PROMOTED HEAVILY THROUGHOUT THE BASIS FOR.
I WILL SAY WE ADDED IN LINE 47, EQUITY.
BECAUSE WE'RE JUST THE DIVERSITY STATEMENT WANTED TO MAKE SURE, THAT WAS STATED.
TO HAVE OUR CONVERSATIONS ABOUT EQUITY AND ENVIRONMENT.
>> AS YOU THINK ABOUT IT, THIS IS THE PLACE YOU COULD DOCUMENT THAT AS IT TURNS OUT, THIS IS A POLICY YOU MAY NOT BE READY TO ADOPT.
WE CAN ADOPT THE POLICY WHEN YOU'RE READY.
THE POLICY IS STRICTLY JUST ESSENTIALLY THIS LIST.
SO WE DON'T HAVE TO ADOPT IT NOW, WITH THE REST OF THE POLICY AND I HAVE A CLAY FYING.
ARE YOU SUGGESTING YOU COULD TAKE TK -- AND THEY WILL WORK IT TO TWEET IT FURTHER?
>> I THINK YOU COULD DO EITHER I THINK YOUR BOARD FELLOW MEMBERS, WILL HAVE A LOT TO DO THEY DO EXTENSIVE WORK INTO CRITERIA.
UNLESS YOU MAY REMEMBER WHAT THEY ARE ABOUT TO SAY.
WE WANTED TO GIVE YOU A STANDING POINT, POLICY SHOULD BE ACHIEVED? AND THAT'S HOW WE -- I WOULD SAY, LIKE I CEMENTED.
IT WOULD MAKE MORE SENSE TO DO IT, WHETHER IT'S A WORK SESSION OR SOMETHING.
HAVE AN OPEN DISCUSSION IN ITS FORMAT, IT COULD GUIDE US TO THE CAPACITY.
>> PROBABLY TO TAKE BACK OR BOARD, OR MILLE SEC >> FOLLOW PLAYERS, SNI.
>> AND THIS IS THE FIRST TIME WE'VE DONE THIS.
SO THERE'S NO REASON, LIKE I SAID, IT CAN'T GO TO A WORK SESSION OR FOR INFORMATION, IF PEOPLE WANT TO DO IT AT THE DEIOUS AND COME BACK IF IT'S SOMETHING.
EVERYONE IN YOUR BOARD HAS HAD DIFFERENT REDISTRICTING EXPERIENCES AND HAS A DIFFERENT LENS.
>> WANT ANYTHING TO LOOK, BECAUSE IT COULD BE EMOTIONAL FOR THE COMMUNITY.
ANYTHING THAT LOOKS PREDETERMINED OR ANYTHING LIKE THAT.
IT MAKES SENSE TO TABLE IT FOR THOSE PURPOSES.
AND THAT WILL GIVE US THE OPPORTUNITY, BECAUSE SOME PEOPLE DO HAVE SPECIFICS, QUESTIONS, WHERE ARE WE TIME LINE.
SO I AGREE >> THE WAY WE STRUCTURE IT, IT DOESN'T HOLD UP ALL THE POLICIES AND YOU COULD SORT OF KICK START THE CONVERSATION WITH THE BOARD.
IT'S AN IMPETUS TO HAVING THAT CONVERSATION.
>> I WANT TO MAKE SURE I UNDERSTAND CORRECTLY.
ALL THE POLICIES WE TALKED ABOUT ARE COMING BACK TO THE BOARD ON APRIL 21ST >>
[01:00:05]
IT WOULD BE FOR AN APPROVAL THAT NIGHT AND TO BE VOTED ON ANOTHER TIME, BUT THIS PARTICULAR POLICY, WE'RE TAKING ABOUT TABLING FOR MAYBE A WORK SESSION WITH THE FULL BOARD.>> IF YOU FEEL UNCOME FORTABLE, I KNOW MR. DEGRACIA, IF THEY HAD AN OPPORTUNITY TO.
THOSE OTHER PULLING OUT, REDISTRICTING AND REDISTRICTING RAGS.
IF THEY ARE DEPENDING ON THE DISCUSSION, ACTION, EVEN AS A CONSENT ITEM AT THE NEXT MEETING FOLLOWING THAT I'LL PULL UP.
AND AS A STAFF MEMBER, I LIKE THE WORK SESSION.
YOU COULD HAVE A LITTLE MORE CONVERSATION.
THAT IS, IT'S SINCE IT IS A LITTLE BIT MORE INFORMAL.
I WILL PULL IT UP AND SEE, IF THERE'S SOMETHING LIKE THAT COMING UP >> THE REST OF THE POLICIES WILL BE COMING FOR INFORMATION.
AND THE COMMITTEE THINKS TO MOVE FORWARD TO MOVE FORWARD, AND WHICH IS OFTEN OR ONE OF THEM.
AND IT'S A LIGHT VERSION OF WHAT I'M DOING.
AND I WILL HIT THE HIGHLIGHTS ON EACH ONE.
ABOUT ALL THE KEY CHANGES, WE'VE GONE THROUGH AND WE'LL TAKE ANY QUESTIONS AROUND THAT.
>> QUICKLY, I'M CURIOUS, DO YOU KNOW WHAT PART OF POLICY IS FROM THE CODE >> REDISTRICTING?
>> THERE'S A REFERENCE OF CODE TO THE POLICY.
AND IT'S INTERESTING TO ME ABOUT, PROVIDING FOR THE ORDERLY ADMINISTRATION OF SCHOOLS AND THE CONFIDENT INSTRUCTION.
THOSE CONFIDENT INCOMPETENT, AND I AM WONDERING.
>> COMPETENT INSTRUCTION OF THE ORDINANCE IS FROM THE TERM OF VIRGINIA.
THOSE ARE CODE TERMS. THE REFERENCE IN THE YEAR, I'D HAVE TO GO BACK AND CHECK, TO SEE WHETHER OR NOT, I'LL BE HONEST.
THIS WAS, WHEN I SEPARATED THE CONTENT OUT, AND NECESSARILY CLEAN UP THE REFERENCES IN THE BOTTOM.
CLASS SIZE, AND DUTIES AND COMMITTEES, AND ALL SEEM TO APPLY.
BUT I COULD CHECK THE CODE REFERENCE, TO MAKE SURE THAT'S THE CORRECT CODE
[01:05:27]
REFERENCE >> AND I THINK, I'LL JUST ALSO ADD, I THINK HAVING BROUGHT THE 2017 CRITERIA IN HERE IS REALLY HELPFUL, BECAUSE IT KIND OF IS A GOOD STARTING PLACE TO LOOK AT THE HISTORY OF WHAT WE'VE USED IN THE PAST, TO INFORM, YOU KNOW, WHAT
ADJUSTMENTS WE MADE GOING FORWARD >> IT LOOKS LIKE THERE'S A WORK SESSION, AFTER THE BOARD MEETING.
IT LOOKS LIKE, YOU HAVE A LONG AGENDA ON THE FIFTH.
I'M NOT SURE, YOU COULD PUT THAT AT THE END OF THE LONG MEETING.
IT WILL ALSO, I'M SURE, A LOT OF QUESTIONS, AND DISCUSSION.
IT LOOKS LIKE, THERE'S A MAY 19TH, WORK SESSION AS WELL ON A SHORTER AGENDA.
AND IF THAT SCHEDULE KEEPS, YOU KNOW, MAYBE THAT'S SOMETHING WE'LL LOOK AT.
>> IT WILL PLAY A BROADER SECTION, ON LOOKING AT ATTENDANCE ZONE.
I'M SORT OF LOOKING AT THIS AS PART OF THE PROJECT.
THIS IS THE FIRST DOCUMENT YOU NEED TO FIGURE OUT, MOVING IT TO THE EQUITY
AUDIT >> RYE DISTRICTING, IMPLEMENTATIONS.
SO IN THIS SITUATION, THIS IS A BIT THIS IS AROUND THE CURRENT, REDISTRICTING, THAT HAPPENED MANY, MANY YEARS AGO.
AND I THINK WE MADE ONE ADJUSTMENT IN IT, AROUND EXEMPTIONS AND IN PRACTICE, THIS IS ANOTHER DOCUMENT, THAT'S LIKELY TO DEPEND ON THE RESULTS OF YOUR REDISTRICTING PROJECT.
YOU WILL WANT TO UPDATE THIS ONE AS WELL AT THAT POINT IN TIME >> REGULATIONS WILL BE TOTALLY DEPENDENT ON REDISTRICTING DECISIONS WERE MADE.
THAT'S EXACTLY WHAT THE DOCUMENT WAS >> AFTER THE BOARD VOTED, WE LOOKED AT WHO WILL BE GRANTED EXEMPTIONS.
YOU NEED THE GUIDANCE OF WHAT'S THE REDISTRICTING PLAN, TO REALLY IMPLEMENTATION.
>> I THINK WE'RE SAYING, DR. CRAWFORD, THIS REGULATION WOULD NOT BE GOING FORWARD EITHER.
>> IT WILL NOT BE GOING FORWARD.
I THINK IT MAY BE CONFUSING, TO SAY, FOR DELEAGUES.
WE UNDERSTAND, WHAT IS OUTLINED IN THE REGULATION, HAS NOT BEEN RELEVANT FOR A FEW YEARS NOW.
BECAUSE IT WAS LINKED TO THE 2018 TIME.
WE ARE SIGNIFICANTLY THROUGH THE WORK HERE.
WE WILL GET INTO JC, JCD, WHICH IS THE STUDENT PLACEMENT POLICY.
AND SO THERE'S A LOT OF CHANGES TO THIS ONE.
IT STARTS OFF WITH BRINGING OUR BELIEF STATEMENT HERE >> THE POLICY, REPLACE AT
[01:10:12]
MEYER TWEAK.AND STATEMENT FROM THE REGULATION.
IN THIS SITUATION, WE TALKED ABOUT THE DIFFERENCE BETWEEN THE POLICY AND A REGULATION WE KIND OF POPPED IT OVER HERE AND THEN, MADE ONE ADJUSTMENT TO THAT IN THE -- BULLET ALIGNED 11.
CHANGING COULD REFLECT DECREASING ENROLLMENT AND OTHER THINGS.
UNSCHOOL IS INCREASING AND ONE SCHOOL IS DECREASING.
IT BETTER REFLECTS WHAT'S GOING ON HERE >> JUST LOOKING AT THE LANGUAGE, WHAT ABOUT -- THE WAY IT SAYS, CREATE OPTIONS.
THAT TRIPS ME UP A LITTLE BIT.
I'M WONDERING WE CAN SAY -- >> NUMBER 11.
>> AND SUPPORTS STUDENTS, EVEN THOUGH IT CREATES OPTIONS.
AND WHAT IS IF IT RECOGNIZES THE NEED TO RESPOND TO RAPIDLY CHANGING ENROLLMENTS.
AS YOU'LL SEE, WHEN WE KEEP GOING, WE'RE NOT LOOKING TO CREATE OPTIONS.
>> I THINK SOME OF THE OPTIONS WE'VE CREATED, ARE CAUSING SOME REAL CHALLENGES AS FAR AS TRANSPORTATION AND OTHER THINGS GO.
I THINK THAT'S, WE NEED TO RESPOND AND THE NEEDS ARE EVER CHANGING VERSUS THE INCREASING, I THINK THAT'S A REALLY GOOD EDIT THERE, OUR POPULATION NUMBER, STUDENT POPULATION NUMBER MAY STAY THE SAME.
YOU KNOW, IT IS SHIFTING AT TIMES, WITHIN THE CITY.
I THINK BOTH OF THOSE, WE'RE ADDRESSING THAT.
WE'RE NOT NECESSARILY CREATING ADDITIONAL CHOICE OPTIONS.
>> THE OTHER CONCEPTS THAT CAME OVER, ARE THE LAST TWO BULLETS.
IMPLEMENTATION OF THE STRATEGIC PLAN.
THIS IS SOMETHING, THAT SORT OF STATEMENT, THAT YOU COULD USE A LOT.
I THINK DRAWING SIGNIFICANTLY.
WHAT YOU'RE GOING TO DO STUDENT PLACEMENTS, IMPLEMENTATION OF STUDENT PLAN.
EVERYBODY TALKS ABOUT TRANSPORTATION.
THAT WAS A CONVERSATION THAT CAME UP AND SO, I THINK -- EDIT IT TO A BELIEF STATEMENT.
A LOT OF PEOPLE ARE SAYING, TRANSPORTATION IS AN ISSUE >> WE WILL TALK MORE ABOUT IT.
I THINK ARTICULATING THAT IS IMPORTANT BECAUSE IT DRIVES A LOT OF THE, YOU KNOW, THE DECISIONS.
WE HAVE SOME STUDENTS RIGHT NOW WHO GET ON THE BUS IN THE DARK AND DRIVE FOR CLOSE TO AN HOUR BECAUSE OF THE CAPACITY.
AND YOU'RE GOING FROM ONE PART OF THE CITY AND BACK DEPENDING ON TRAFFIC.
WE'LL TALK THROUGH THE SCENARIOS.
OUR GOAL IS TO HAVE OUR STUDENTS ON FOR THE SHORTAGE AMOUNT OF TIME AND GET TO SCHOOL ON TIME THROUGH TRANSPORTATION.
THAT LINKS TO MINIMIZING THE TIME >> RIGHT AND FINALLY GOING FORWARD, ONE OF THINGS, REALIZE, THE PRIORITIES, OF THESE TWO THAT COMPETE WITH EACH OTHER.
BY HAVING THE COMPREHENSIVE SORT OF THINGS, HELPS US UNDERSTAND THE BALANCE DECISION MAKING.
IF YOU'RE CITING AMONG ALL OF THEM, AND THAT'S THE THING.
IT COULD GO OFF TO LEFT FIELD A LITTLE BIT.
RATHER THAN BRINGING IT IN, WHAT'S THE IMPACT ON THE TRANSPORTATION -- WHAT'S THE IMPACT ON STATEMENTS AND BALANCING THE PROPERTIES, TO COME UP WITH AN OPTIMAL DESIGN.
>> TO COMMENT ON THE TRANSPORTATION, I'M THINKING AS YOU'RE TALKING ABOUT MINIMIZING TRANSPORTATION TIMES.
I'M WONDERING, I THINK IT'S GREAT TO MINIMIZE THE AMOUNT OF TIME, STUDENTS ARE ON A BUS.
I'M WONDERING IF THIS CAN'T BE TOO PRESCRIPTIVE AT TIMES.
I DON'T KNOW IF WE WANT TO SUPPORT TRANSPORTATION EFFICIENCY.
I WOULD BE INTERESTED TO SEE WHAT OUR DIRECTOR OF TRANSPORTATION, WHAT HIS FEEDBACK WOULD BE ABOUT THIS LANGUAGE AND WHAT WOULD BE THE BEST WAY TO CAPTURE.
>> I'M SMILING BECAUSE I SPEAK TO HIM FREQUENTLY.
I'M SURE, THE EFFICIENCY WOULD BE CAPTURED.
WE'LL GET INTO IT, WHEN WE LOOK AT THE OPTIONS WE'VE GIVEN FAMILIES.
WE'VE HAD REAL CHALLENGES RIGHT NOW, WITH MINIMIZING THE TIME, BECAUSE IT'S A CAPACITY REASSIGNMENT AND OTHER TYPES OF TRANSFERRED, WITH THE I'M GOING
[01:15:05]
ENROLLMENT AND THE NUMBERS WE'RE SEEING.DR. HEART AND MR. MERRIMAN, REVIEWED THE DOCUMENTS.
AND ESSENTIALLY, JUST TO SET THAT POINT, SO THE CONCEPT OF THAT, THEY ARE SET FOR A SCHOOL YEAR AND THE STUDENTS ATTEND SCHOOL AND ATTENDANTS AND THAT'S THE FOUNDATION OF THE PLACEMENT POLICIES, YOU GO TO YOUR SCHOOL, AND ZONE WHICH YOU RESIDE AND EVERYTHING THAT YOU CONSIDER EXCEPTIONS BEYOND THAT.
>> I JUST NOTICE, WE'RE USING THE WORD BOUNDARY IN SOMEPLACES.
I'M WONDERING, I SAW IT IN HERE AND I BELIEVE I SAW IT IN ANOTHER POLICY.
JUST WONDERING IF WE WANT TO TRY TO ELIMINATE THE WORD BOUNDARY EXIST.
I DON'T WANT IT TO CAUSE CONFUSION.
AND SCHOOL ATTENDED ZONES AND SCHOOL ATTENDANT ZONES.
>> YOU WILL NOTICE, THERE'S A WHOLE CONCEPT, THAT WAS REMOVED.
THAT WAS MOVED TO THE REGULATION.
IT WAS FAIRLY SPECIFIC ON THE HOW'S.
CONCEPTS IN THE BULLETS ABOVE.
THE BULLETS IN THE LINES 34 AND 46.
FORM THE ESSENTIAL POINTS, THEY USE TO ADDRESS CAPACITY ISSUES, AT GIVEN BUILDINGS.
SECTIONS THAT REACH THE LIMITS.
DESIGNATED PROGRAMS, THAT PEOPLE MOVE TO AND WE HAVE TO FIX THAT ONE.
AND 44, AND THEN ADMINISTRATIVE TRANSFER.
THOSE ARE THE THREE BASIC MECHANISMS THAT ALEXANDRIA USES IN THE SITUATION.
THE HOW'S, BREAKS REGULATIONS AND THE SEPARATION, WITH THE POLICY AND GOVERNANCE AND BELIEVE STATEMENTS, THREE BASIC WAYS TO ADDRESS THE ISSUE.
AND HERE'S THE DETAILS ON HOW WE DO THIS.
HOW WE DO THAT? AND REDUCE A LOT OF REDUNDANT CONTENT, TO HELP SIMPLIFY 57D SHORTEN THE POLICY.
>> I THINK, SO ON-LINE, AND THIS POLICY, J.C., LINE 43.
IT SAYS, DESIGNATED SCHOOL PROGRAMS, DUEL LANGUAGE PROGRAM, AND KID 8 PROGRAM AND MODIFIED COUNT PROGRAM.
WE'RE DOING THIS LIVE, I THINK IN J.C.E., THE K THROUGH 8 WAS REMOVED.
SO IS THAT SOMETHING WE WOULD WANT REMOVED THERE AS WELL >> JUST THE CLARITY AT
[01:20:12]
THE END, WHEN WE TALK ABOUT CITY WIDE PROGRAMS FOR STUDENTS, WHO HAS INDIVIDUALIZED EDUCATIONAL PLANS.THESE RESTRICTIONS DO NOT APPLY, THE IPT DETERMINES THE PLACEMENT.
THAT'S UNCHANGED IN ANYTHING, OR THE FOLLOWING REGULATION.
>> RIGHT, THE SECTION OF MILITARY HOUSING, TO BE CLEAR, THAT -- THEY LIVE IN MILITARY HOUSING.
LAST RUN, MONITOR AND REPORTING.
YOU HAVE ASKED THE CONCEPT OF MONITORING AS WELL.
SOME POLICIES THAT ARE GERMANE TO DO THAT.
>> AND IN CASE, SOMEONE IN THE MILITARY INSTALLATION.
WE DON'T HAVE ONE IN ALEXANDRIA.
THERE'S CERTAIN CONDITIONS, AS APPLIED, TURNING TO THE SCHOOL THAT YOU ARE AT.
THIS IS NOT A CHOICE ACTION FOR ACTIVE MILITARY.
>> AND AS YOU NOTE, THE BENEFITS, AND WHEN YOU'RE COMING HERE, THAT SORT OF THING AND EARLY OPPORTUNITIES FOR CLASSES AND THAT SORT OF THINGS.
SOME LOCAL SCHOOL DISTRICTS HAS THIS.
ALL OF THIS SURROUND YOU, HAVE THE SITUATION THAT APPLIES, A LITTLE POCKET WITHOUT THAT, PROBABLY COMPLETELY SURROUNDED.
IT DOESN'T QUITE CROSS YOUR BORDERS.
BY THE TIME, IT'S ALL DONE, IT'S ACTUALLY MAJOR.
>> WE'LL MOVE TO THE LAST ONE, OF COURSE, IS GOING TO GO REALLY FAST.
>> 7 THROUGH 25, STATEMENT THAT WAS MOVED AND THEN ADJUSTED.
I'LL TALK ABOUT THE FIRST ONE.
SOME HAVE TURNED IT OVER TO YOU HERE.
WHAT THEY ARE TRYING TO DO, IS TRY TO IMPROVE CLARITY, REEDABLITY AND I THINK, STUFF LIKE, SIM POLICE OFFICER FICICATION STUFF AS WELL.
>> OUR CAPACITY REASSIGNMENTS, FOR STUDENTS WHO GOES TO REGISTER TO SCHOOL.
THAT GRADE LEVEL IS AT CAPACITY.
STUDENTS, FROM THE POLICY AND REGULATION, ARE MOVED TO THE CLOSEST SCHOOL WITH CAPACITY.
THAT GETS CHALLENGING IN THE SPRING, BECAUSE YOU DON'T HAVE A CLOSE SCHOOL NECESSARILY WITH CAPACITY AT THE GRADE LEVEL.
THAT'S THE EARLIER REFERENCE I HAD.
SOMETIMES YOU'RE GOING ACROSS THE CITY, TO FIND A SEAT, AWAY FROM YOUR BOUNDARY, YOUR SCHOOL.
WE HAVE BEEN WORKING ON THIS, TO FIGURE OUT, WHAT COULD WE DO TO MAKE SURE THAT STUDENTS ARE ATTENDING IN THEIR ZONED SCHOOL.
[01:25:01]
CAPACITY REASSIGNMENTS.HOW ARE WE ABLE TO MAKE ADJUSTMENT IN OUR POLICY, REGULATIONS TO GET OUR KIDS BACK IN THEIR SCHOOL? THIS IS A HUGE FOCUS ON REDISTRICTING, WHEN WE WENT THROUGH IT THE LAST TIME.
I DO WANT TO HIGHLIGHT THIS, BECAUSE IT'S NOT THE CHANGE.
WE'RE NOT GOING AWAY FROM THE LANGUAGE, WHICH IS 48.
THE SCHOOL CLOSEST TO THE CAPACITY AT THE GRADE LEVEL.
THAT'S AN IMPORTANT DISTINCTION FOR FAMILIES.
SOMETIMES THEY WILL SAY, I WANT TO GO TO CORE KELLY.
THE LANGUAGE CLOSEST OF CAPACITY AT GRADE LEVEL IS CRITICAL.
PREVIOUS POLICY, STUDENTS WHO WERE REASSIGNED, WILL BE PLACED ON AWAITING LIST, WHICH IS KEPT BY THE SCHOOL.
GIVEN THE OPTION TO RETURN, AT THE START OF THE FOLLOWING YEAR WHEN THERE IS SPACE.
WE'RE PROPOSING TO YOU ALL AND HOPEFULLY THE FULL BOARD, THAT'S MODIFIED TO SAY, STUDENTS WILL RETURN TO THEIR ZONE SCHOOL, WHEN SPACE IS AVAILABLE.
WE HAVE SCHOOLS THAT ARE VEG LAND ON KEEPING THE LIST.
AS SOON AS THEY SEE A CHANGE, THEY CALL AND SAY, PLEASE COME BACK TO US.
WE WOULD LOVE TO HAVE YOU HERE.
WE HAVE PER POLICY, GIVEN THAT CHOICE.
IT'S AT A POINT, WHERE WE HAVE AND I KNOW I'M BEING RECORDED.
MR. MERRIMAN GIVEN US TODAY, WHERE WE HAVE THE BUS STOP, IN THE SPAN OF 20 MINUTES, MAYBE SIX BUSES GO THROUGH FOR THE SAME BUS STOP.
THEY GO TO SIX DIFFERENT LOCATIONS.
EFFICIENCIWISE, IN A TIME, WHERE IT'S LIMITED DRIVERS, TOO.
WE HAVE STUDENTS GOING ALL THE OVER THE PLACE.
WE'RE TRYING TO BRING IT BACK IN, NOT ONLY TO LIMIT BUS TIME, WHICH IS A GOAL.
ALSO TO HAVE STUDENTS ATTENDING THE SCHOOL THAT'S IN THEIR ZONE AND DEVELOPING THE RELATIONSHIPS WITH CHILDREN NEARBY.
WHAT WE'RE PROPOSING FOR 66 KEPT BY THE SCHOOL AND WILL RETURN TO THE ATTENDANCE ZONE, WHEN SPACE BECOMES AVAILABLE.
I THINK I SPOKE TO ABOUT FIVE PRINCIPALS TODAY.
THEY ARE EXCITED ABOUT THE POSSIBILITY.
THEY WANT TO BE ABLE TO WRAP AROUND THEIR STUDENTS.
SOME SCHOOLS HAVE HIGH NUMBER OF STUDENTS NOT IN THEIR ZONE.
SOME SCHOOLS HAVE SO MANY CAPACITY REASSIGNMENTS, THEN THEIR STUDENTS CAN'T GO TO THEIR SCHOOL.
I WILL USE -- AND I THINK THEY WILL HAVE THE HIGH OF THE NUMBER OF CAPACITY REASSIGNMENTS BECAUSE THEY HAVE THE SPACE AT ONE TIME.
IF THE STUDENT GOES IN, THEY CAN'T GO TO THEIR ZONE SCHOOL.
IT'S REALLY TRYING TO CHIP AWAY TO THAT.
ONCE YOU ARE IN YOUR ZONE, WE WANT YOU TO BE THERE AND BE IN THE CONSISTENT STABLE ENVIRONMENT I WANT TO HIGHLIGHT THAT, BECAUSE THAT WAS NOT ON THERE.
>> BEFORE WE GO ON, BECAUSE THERE'S MANY OTHER DETAILS.
>> THAT'S A GOOD MOVE > SIGNIFICANTLY INCREASE.
>> AND IT PUTS, AND I'M NOT TRYING TO DRIVE TRANSPORTATION AS THE NUMBER ONE FACTOR BECAUSE IT IS NOT.
[01:30:02]
IT PUTS TRANSPORTATION IN PLACE, BECAUSE WE GET SO MANY STUDENTS EVERY SINGLE WEEK THAT THEY ARE PRACTICALLY REROUTING THE ROUTES.THERE'S TIMES, YOU KNOW, THERE'S -- THERE COULD BE A HOLDUP TO FAMILIES, AND WE'RE TRYING TO WORK OUT, WHICH IS THE LAST THING I WANT TO SAY FOR THE BRAND-NEW FAMILY: WE WANT TO HAVE A ROUTE THAT'S RIGHT THERE AND WE CAN GET YOU RIGHT TO SCHOOL.
WHEN THEY HAVE THE LONG BUS RIDES, THERE ARE TIMES WHEN THE BUS IS LATE YOU'RE COMING TO THE OTHER SIDE, TRAFFIC AND WHATEVER.
NOT THAT JUST THE STUDENT MISSES INSTRUCTIONAL TIME.
THE STUDENTS FEEL THE IMPACT OF THE ELEMENTARY SCHOOLS BEING LATE.
NOT THAT OUR BUSES AND TRANSPORTATION IS TOP, BUT THAT'S HOW OUR KIDS ARRIVE.
>> AND THAT'S NOT REALLY EVALUATE TIME FOR KIDS.
THEY ARE NOT -- THEY ARE NOT DOING HOMEWORK, TALKING TO THEIR FAMILIES, THEY ARE NOT AT SCHOOL.
THEY ARE JUST -- AND THAT'S -- IS THAT REALLY IN THE KIDS' BEST INTEREST? THAT TIME BETTER SPENT IN SOME OTHER WAY FOR THE KIDS? .
HOW MUCH TIME COULD KIDS SPEND COMMUTING.
>> AS WE MOVE DOWN, I KNOW WE DISCUSSED THE KINDERGARTEN LOTTERY PROCEDURES: THIS IS WRITTEN IN SUCH A WAY, AND TO REITERATE WHY THIS IS HERE.
WE KNOW KINDERGARTEN OPENS IN APRIL.
WE HAVE MANY FAMILIES THAT REGISTER RIGHT AWAY.
WE ARE OTHER FAMILIES THAT HAVEN'T MOVED IN THE AREA: FAMILIES ARE TRYING TO MAKE DECISIONS.
FOR KINDERGARTEN REGISTRATION, FAMILIES ENROLL.
WE TRY TO MAKE SURE, WE'RE NOT OVER IN SOME WAY FOR THE SCHOOL.
EVEN THE FAMILY IN THE CAUSES, FRUSTRATION, WHICH IS UNDERSTANDABLE SOMETIMES ON THE FAMILIES THAT'S REGISTERED IN APRIL TO GET A CALL IN JUNE.
IT IS A HOLD FOR THE FAMILIES, WHO AREN'T ABLE TO REGISTER IN APRIL BECAUSE THEY ARE NOT THERE YET.
THANKFULLY, WE DON'T HAVE TO DO THIS.
WE ARE PRESERVING THE LANGUAGE, BUT WE HAVE NOT HAD TO DO IT IN SOME TIME
>> NOI WHEN YOU GET TO PROBLEMATIC, SECTION B, THIS IS WHAT YOU MENTIONED DR. REEF.
I WILL GO BACK TO THE REDISTRICTING CONVERSATION NUMBER OF YEARS AGO.
EXTENSIVE, ON THE BOARD, WHAT WOULD CHOICE OPTIONS BE FOR LACK OF A BETTER TERM? AT THAT TIME, IT WAS K LANGUAGE AND THE MODIFIED SCHOOL CALENDAR.
I THINK WE'VE, WE'RE PROPOSING A FEW CHANGES HERE.
WE ARE PROPOSING, DUAL LANGUAGE PROGRAM, AT MOUNT AUBURN IN PARTICULAR, STAY AS A PROGRAM ATTIC OPTION.
HOWEVER, WE ARE PROPOSING THAT WE REMOVE K-8 PROGRAMMING AND MODIFIED CALENDAR AS OPT IN AND OPT OUTS HERE.
JUSTIFICATION FOR THAT REALLY, AS WE LOOKED AT, SINCE WE IDENTIFIED THEM AS PROBLEMATIC, WHAT'S THE INSTRUCTIONAL IMPACT, IF A FAMILY WERE TO MOVE LET'S SAY TUCKER TO CORE KELLY? IS THERE, WHETHER IT'S A CHANGE IN CURRICULUM? THAT'S THE THOUGHT PROCESS, WHEN WE IDENTIFIED SOME OF THESE THERE'S NOT MUCH OF A HICCUP, IF SOMEONE WENT FROM TUCKER TO ANY OTHER SCHOOL, TUCKER'S FABULOUS
[01:35:04]
WE KNOW THE STUDENT COULD CATCH RIGHT UP.AS WELL, AS THE K THROUGH 8 PROGRAM, WE DIDN'T ALLOW OPT OUT.
IF YOU WERE AT JH, YOU WERE NOT ALLOWED TO OPT OUT K5.
AND AGAIN, WHEN LOOKING AT JUST INSTRUCTIONAL PROGRAM, YOU FEEL, THOSE OPPORTUNITIES ARE CONSISTENT ACRO THE CITY, WE WOULD LOOK AT MAKING TUCKER PATRICK HENRY AND JH, TWO K-8 SCHOOLS, WOULD PULL SOLELY FROM THE ZONES, AS OPPOSED TO TAKING STUDENTS FROM OUT OF ZONE, THAT WON'T CHANGE FOR MOUNT VERNON, BECAUSE THEIR CURRICULUM IS SIGNIFICANTLY DIFFERENT.
THEY WOULD, IF SPACE WAS AVAILABLE OPTINS.
AND THERE WOULD BE TIMES WHEN FAMILIES COULD OPT OUT.
SO IF YOU WERE MOVING INTO THE MOUNT VERNON ZONE AND YOU HAVE HAD A THIRD GRADER, WHO HAD NO EXPOSURE TO SPANISH, THEY WOULD NOT BE ABLE TO PICK UP THIRD GRADE IN A DUEL SPANISH MERCHANT PROGRAM.
THERE'S OTHER TIMES, WHERE STUDENTS'S LEARNING PROFILES IS NOT THE BEST FIT.
WE WOULD LEAVE THAT LANGUAGE OUT THERE FOR FAMILIES MUCH THE MOUNT VERNON PROGRAM WOULD STAY PROGRAMATTIC TRANSFER PROGRAM.
SO IF YOU ARE AT JOHN ADAMS AND YOU'RE NOT, LET'S SAY YOU COME IN THIRD GRADE AND THERE'S AN EXAMPLE, YOU DON'T HAVE TO GO TO DUAL LANGUAGE.
AND THAT'S THE DIFFERENCE WHEN WE'RE LOOKING AT PROBLEMATIC TRANSFERS.
THIS POLICY WILL COME TO THE BOARD FOR APPROVAL.
WE'RE HAVING, THIS MEETING IS FOR THE EQUITY AUDIT POLICY, POLICY AUDIT.
IS THAT RECOMMENDATION WAS THAT A RECOMMENDATION THROUGH AN EQUITY AUDIT OR IS THAT A RECOMMENDATION, WE'RE ALSO LOOKING AT RIGHT NOW, SINCE WE'RE REVISING
THE POLICY >> I'M TALKING ABOUT THE TEACHING STAFF AND WE'RE LOOKING AT THE OPPORTUNITIES AVAILABLE AND WHY.
THIS IS NOT JUST FROM RIGHT NOW, BUT ALSO LOOKING AT TRENDS IN THE SCHOOL, IT IS BOTH.
THERE'S CONCERNS ON CERTAIN SCHOOLS THAT HAVE TAKEN A NUMBER OF OPTINS, BECAUSE THERE'S ROOM AT THE BEGINNING OF THE SCHOOL YEAR.
AS FAMILIES MOVE TO THE ZONE, THEN THERE'S NOT ENOUGH SPACE FOR THEM TO GO IN.
ALSO ONE AREA, LET'S SAY YOU RECEIVED A TRANSFER TO GO TO TUCKER.
OR YOU LIVE IN THE TUCKER ZONE AND YOU MOVE, YOU COULD STILL STAY AT TUCKER.
TECHNICALLY, IT'S A PROGRAMATTIC SCHOOL.
WHILE THE TRANSPORTATION OPTIONS ARE OPERATIONALLY THERE, IT HAS IMPACTED THE SITUATION.
>> AND THE QUESTION, I HAVE, IT SEEMS TO ME, AT LEAST FROM WHAT I'VE SEEN AND THE DISTRICT A, I'LL SAY, WHICH IS, WHICH IS THE DIFFERENCE, BETWEEN THE MIDDLE SCHOOL EXPERIENCE IS VERY DIFFERENT.
SOME STUDENTS OPTED TO THE MIDDLE SCHOOL PROGRAM, AND COMING FROM ELEMENTARY SCHOOL, RATHER THAN GW, FOR A CONCERN THAT THEY WANTED A SMALLER LEARNING
[01:40:01]
ENVIRONMENT.IS THAT SOMETHING THAT'S CAPTURED THROUGH AN ADMINISTRATIVE TRANSFER.
I'M THINKING BACK TOWARD THE EARLIER DISCUSSION WE WERE TALKING ABOUT, WITH THE DIFFERENT POLICY, HOW THE HIGH SCHOOL DOESN'T REALLY HAVE.
IN THIS CASE, IT'S A DIFFERENT MIDDLE SCHOOL, AND A VERY SMALL MIDDLE SCHOOL.
HOW WOULD THAT, THOSE STUDENTS BE IMPACTED BY A CHANGE LIKE THIS.
>> LET'S ME CROSS REFERENCE HERE.
OUR INTENTION WOULD BE TO CONTINUE IF YOU'RE AT PATRICK HENRY OR MIDDLE SCHOOL STUDENT, YOU DON'T HAVE COMPARABLE, OR SAME INSTRUCTIONAL COURSE OFFERINGS AT THE MIDDLE SCHOOL.
THERE WOULD BE AN ABILITY FOR THE MIDDLE SCHOOL FAMILIES, TO MAKE THE REQUEST TO MOVE TO A COMPREHENSIVE SCHOOL.
SHOULD SPACE BE ALLOWED, THAT OPT IN, MAY BE ABLE TO CONTINUE.
WE HAVE FOUND, YOU KNOW, OPERATIONALLY, SPACE HAS BEEN A CONCERN, JUST ON HOW MANY FAMILIES COULD GO IN THE MIDDLE SCHOOL LEVEL.
THAT'S IN A DISCUSSION INSTRUCTIONALLY AND ACCESS TO SERVICEWISE.
IF YOU'RE IN A KA AND YOU HAVE A PROGRAM LOOKING TO FOLLOW, WE WANT YOU TO BE ABLE TO ACCESS THAT AT A PARTICULAR SCHOOL.
>> DR. CRAWFORD DID MAKE SOME EDITS, THIS IS AFTER MAKING A PDF.
>> MR. HARRIS, DO YOU HAVE ANY SECTIONS.
>> COULD I ASK A FOLLOW-UP QUESTION.
IF THIS IS COMING TO THE BOARD ON APRIL 21ST? I WOULD BE INTERESTED IN DATA ON HOW MANY STUDENTS ARE -- MY OBSERVATION AND THIS MAY OR MAY NOT BE ACCURATE.
THAT'S WHY I'M INTERESTED IN SEEING SOME DATA TO BACK UP THE ISSUE.
STUDENTS HAVING -- THEY ARE DESIRING A SMALLER ENVIRONMENT.
SOME STUDENTS, WHETHER IT'S SOCIALLY, EMOTIONALLY, ACADEMICALLY, THEY ARE STRUGGLING IN A VERY LARGE ENVIRONMENT.
THAT'S WHAT'S DRIVING THE TRANSFERS TO THE SMALLER LEARNING ENVIRONMENT.
I'M CURIOUS, IF WE CAN SEDATE AT THAT, THAT COULD HELP US UNDERSTAND THE RATIONAL.
THE NUMBER OF TRANSFERS AND HOW MANY STUDENTS ARE FALLING IN THE DIFFERENT CATEGORIES.
>> I KNOW WE HAVE THE TRANSFER DATA.
WE ALSO DID IT IN A WAY, I COULD BE MIXING PARTS IN MY BRAIN, ABOUT SOCIAL AND EMOTIONAL, VERSUS ACADEMIC.
LET ME TAKE A LOOK, COULD GIVE YOU SOME OF THE NUMBERS.
THE OTHER THING IS, I WILL GIVE YOU THE PROPOSED LANGUAGE, SO YOU ARE FULLY
INFORMED ON THAT >> I AM LOOKING AT THE SECTION FOR AND I BELIEVE THIS IS ACTUALLY UNDER THE ADMINISTRATIVE TRANSFER SECTION, YES.
>> SO SECTION C, NOW MOVES TO ADMINISTRATIVE TRANSFERS FROM THE PROBLEMATIC.
SO PROGRAM ATTIC, SOME OF THAT LANGUAGE WOULD BE REDUCED BECAUSE WE ARE
[01:45:04]
LOOKING AT REDUCING THE NUMBER.>> PROPOSAL HERE IS BASED ON FEEDBACK, WE'VE HEARD FROM FAMILIES, WHAT THEY FEEL AT TIMES AND HOW THE POLICY HAS BEEN WRITTEN, IS INEQUITABLE, IF THERE'S A FORCE, IN BEING ALLOWED TO REMAIN AT YOUR SCHOOL.
PREVIOUSLY, THERE'S THE DISTINCTION IF YOU MOVE WITHIN ACBS .
>> IF YOU STARTED THE SCHOOL YEAR AND THEN YOUR FAMILY MOVED TO MOUNT VERNON AREA, YOU -- ONCE THE SCHOOL YEAR STARTED, IF YOU MOVED WITHIN, YOU COULD STAY AND -- AND IF YOU HAD A DIFFERENT CIRCUMSTANCE, WHERE YOU STARTED AT LOU'S SKOUCH AND THEN YOU MOVED TO A NEIGHBORING FAIRFAX SCHOOL, YOU WOULD HAVE TO MOVE IMMEDIATELY.
AND THEN, WE HAVE, 9TH GRADE FAMILIES SAYING, I CAN'T FINISH MY YEAR AT MINI
HOWARD >> A STUDENT WHO ATTENDS AND FAMILY WHO MOVES TO ANOTHER ATTENDANCE, WHETHER IT'S IN ALEXANDRIA OR NOT, WOULD B ALLOWED TO COMPLETE THEIR SCHOOLING.
I DO NEED TO HIGHLIGHT, TRANSPORTATION IS NOT PROVIDED AND THAT IT IS SUBJECT TO BEING AT SCHOOL ON-TIME.
THERE'S TIMES, WE HAVE STUDENTS EXPERIENCING.
AND WE WANT STUDENTS ARE ABLE TO STAY, WE WANT THEM TO TAKE FULL ADVANTAGE OF THE SCHOOLING.
WE ARE OPENING IT UP, WHO MAKES A MOVE TO THE SEMESTER.
IT COULD TAKE AN EMOTIONAL TOLL.
AND WE CALL THE ADMINISTRATIVE TRANSFERS FOR MOVE PURPOSES SO FAMILIES KNOW, TRANSPORTTATION WOULD BE PROVIDED AND YOU HAVE TO KEEP UP WITH YOUR GRADES.
THAT TOOK THE AREAS AND PUT IT TOGETHER AND FROM AN OPERATIONAL PERSPECTIVE, THESE ARE STUDENTS, THAT WE ALREADY BUDGETED FOR.
DEFINITELY WANT TO SUPPORT, ANY TYPE OF TRANSITION, TO GET TO THE END OF THE SCHOOL YEAR AND ATTEND, WHETHER IT'S ACPS OR NEIGHBORING DIVISION, YOUR NEW SCHOOL.
I COULD NEVER REMEMBER WHAT TIME THE MEETING >> SECOND HALF OF THE LAST REGULATIONS.
YOU COULD KEEP SCROLLING DOWN? THERE'S ONE THING I WANT TO MAKE SURE WE MENTION.
IF WE GO UNDERNEATH TO EXCEPTION FOR THE SIBLING RULE.
THIS IS SOMETHING THAT WE'VE HEARD ABOUT A FAIR AMOUNT.
WE KNOW SIBLEINGS OF OUR CURRENT SIBLEINGS ARE ALLOWED TO GO TOGETHER, SUPPORTING THE FAMILIES, UNLESS THE FAMILIES CHOSE THAT.
WHAT THIS IS REFERENCING, THE SIBLING TRANSFER, ONCE THE OLDER STUDENT GOES TO THE OTHER SCHOOL, THE YOUNGER STUDENT WILL GO TO THE ZONE SCHOOL.
THAT'S SOMETHING, THE LAST REDISTRICTING, WE TRIED TO LOOK AT, WHERE STUDENTS WERE.
MANY WERE LINKED TO PREVIOUS SIBLEINGS.
IN THIS CASE, THE SCHOOL WORKING WITH THE FAMILY, TO MAKE SURE THE OLDER STUDENT
[01:50:05]
GOES TO THE NEXT SCHOOL.THE SIBLEINGS THEN GOES TO ITS ZONE SCHOOL.
WE PREFERENCE AND THIS DOESN'T APPLY TO THE CITY WIDE PROGRAM.
AND I THINK THAT IS REALLY THE DEFINITIONSES, JUST ALIGNING WITH WHAT'S STATED PREVIOUSLY AND THE LOTTERY, THAT'S THE LOTTERY WE TALKED ABOUT WE DIDN'T HAVE ANY CHANGES ON THAT.
I KNOW THE POLICIES WELL AND IT'S STILL HARD TO DIGEST.
WE WILL GET YOU UPDATED LANGUAGE.
AND PUTTING ANOTHER NOTE, PUTTING ANOTHER NOTE >> I'M GETTING IN MY CAR AND DRIVING TO TAHITI NOW.
>> AND OBVIOUSLY, THIS IS THE POLICY, WHEN HE WAS DRIVING OVER.
IF YOU WANT TO DIGEST, AND YOU'LL HAVE ACCESS, SO WE CAN TALK THROUGH.
WITH THE REGULATIONS, THESE WILL GO TO THE RECOMMENDATION, ON THE 21ST.
>> ONE QUESTION, OUR ROLE WITH THE MEETING WITH THE EQUITY, AND -- AND THEY HAVE SOME ROLE IN IT.
OR IS THAT SOMETHING, WE KIND OF ARE REVIEWING IT.
WHAT ARE THE THOUGHTS ON THAT.
ISM WE WOULD LOVE TO HEAR YOUR THOUGHTS.
THESE ARE THE THINGS, YEAH, I SUPPORT THE CHANGE, BEFORE IT GOES FORWARD.
IT'S CERTAINLY SOMETHING THAT, OUR TEAM COULD DO.
>> I'M FINE WITH YOU ALL PRESENTING AND WE CAN CHIME IN, WITH DISCUSSIONS WE HAVE HERE.
>> I THINK THAT WOULD BE A GOOD APPROACH, SO YOU GUYS COULD SORT OF SUPPORT SOME OF THE RATIONAL AND THINKING ON THE KEY CHANGE SOME COMMENTARY.
EVEN IF YOU WANT TO, TO ASK THE BOARD MEMBERS QUESTIONS, WEIGHS BEHIND ALL OF THAT.
I'LL HAVE A MECHANICAL QUESTION ON HOW LONG I'VE BEEN PRESENTING BUT WE'LL COVER THAT ALL LATER.
I GUESS I COULD SORT OF ASK A QUESTION.
>> HOW IS THIS SITTING WITH YOU? THIS IS MY FIRST TIME.
OTHER THAN THAT, DID THE CHANGES SEEM TO RESONATE WITH YOU FROM AN EQUITY LENS, FROM A SUSTAINABLITY LENS, DOES IT MAKE SENSE.
>> ULTIMATELY, THAT'S WHAT WE'RE SHOOTING FOR.
WHEN STAFF PRESENCE THIS, IT FEELS PRETTY GOOD.
THAT'S A TARGET WE'RE SHOOTING FOR.
>> AND MOST OF THE TIME, THE CHANGES, ARE VERY SPECIFIC AND FOCUSED.
I'M HAPPY WITH THE CHANGES MADE.
IT'S AMAZING TO HAVE YOU COME ON BOARD AND REALLY BRING EVERYTHING TOGETHER FOR US.
WE WORK TOGETHER PREVIOUSLY AND IT'S BEEN GREAT AND BEYOND HELPFUL.
THIS HAS -- AND SHE'S NOT ABLE TO BE HERE TONIGHT.
I KNOW YOU WOULD ECHO THAT AS WELL, THE SUPPORT, THE OTHER SET OF EYES OBVIOUSLY AND BEING SO PROCESS DRIVEN I WASN'T SURE WE WOULD GET TO THE PLACE.
WE DIDN'T HAVE MATH FOR THE TWO OF US.
AND I'M HAVING ALL THE DOCUMENTS PULLED TOGETHER >> I APPRECIATE EVERYBODY'S PATIENCE.
I THINK I'M AT FOUR WEEKS, SUPPORTING ON THIS.
I APPRECIATE THE POSITIVE FEEDBACK.
ALSO, OPPORTUNITIES FOR IMPROVEMENTS.
[01:55:08]
IT WOULD BE NICE TO HAVE THIS.I THINK THAT'S AN IMPROVEMENT WEEK GOING FORWARD, TO GIVE YOU SOME ADVANCE OPPORTUNITIES TO REVIEWS THE POLICIES, SO YOU COULD COME IN AND THAT SORT OF STUFF.
YOU'RE NOT READING THE CONTENT COLD.
WE'LL START TO HIT THE TARGET EVEN MORE.
>> I THINK IT'S NICE TO HAVE THEM AT TIME.
ONE THING ABOUT THE PROCESS, THE WAY WE'VE BROKEN TO THE SUCK COMMITTEE TO REVIEW IT.
I THINK THE CHANGES ARE IMPORTANT >> I WANT THE FULL BOARD TO ADDRESS THE CHANGES, TOO.
I THINK HAVING THEM IN ADVANCE, TO REVIEW THEM.
I LIKE WALKING THROUGH THEM AS WELL TO MAKE SURE, WHAT'S MAY BE ON THE BOARD.
I'VE WORKED ON SCHOOL BOARD POLICIES BEFORE.
INTEREST COULD BE ON SPECIFIC TOPICS AND ENGAGED IN AREAS OF INTEREST.
HAVING THAT OPPORTUNITY OR OPT IN TO BE ENGAGED ON SPECIFIC POLICIES, I THINK IT'S A GOOD GOOD APPROACH.
ALL THE BOARD MEMBERS, PAYING ATTENTION TO ALL THE POLICIES.
WE'LL LOOK HOW THE PROCESS COULD COMPLY ON THE SUNSHINE LAWS AND ALL THE
THINGS, TRANSPARENCY, ALL THE WORK THAT'S HAPPENING >> I'M JUST LOOKING AT MY
[4. Next Steps for School Board Review of policy revisions]
CALENDAR AND SHE'S TRYING TO TAKE IT EASY SINCE SHE HAD ALL DAY CLASS.WE HAVE SPRING BREAK NEXT WEEK.
I'M LOOKING AT OUR NEXT TIME NEXT WEEK.
AND I THINK THE NEXT TIME WE HAVE A MEETING WILL BE THE 21ST, IF THAT WORKS FOR YOU ALL.
WE WILL GET THINGS READY TO GO.
I THINK THAT BRINGS THE WORK COMING TO THE GROUP COMING TO A CLOSE.
WE'LL HAVE TO THINK ABOUT THE NEXT STEP OF POLICIES WHAT THE NEXT STAGE OF THE
PROCESS IS GOING TO BE >> THE MEETING ON THE 21ST, I' IMAGINING, THAT'S GOING TO BE A FULL MEETING IS THIS A REALISTIC CHUNG OF POLICY WITH THE BOARD THAT NIGHT.
I WILL LOOK WHAT'S IN THE AGENDA FOR PRESENTATION.
I KNOW THERE'S SOME, THAT WE WILL MOVE QUICKLY IN THE BEGINNING, THAT COULD GO AND REMOVING EVERY REDISTRICTING.
LET ME TAKE A LOOK TO SEE, SO THAT YOU'RE YOU'RE NOT HERE AT ALL >> I WILL FLAG FOR MATT.
I THINK THE CLERKS OVER THERE.
I THINK YOU ARE TRYING TO POST THIS FRIDAY FOR THE MEETING, BECAUSE OF THE SPRING BREAK WEEK.
>> I THINK WE CAN GET THE POLICY, AT LEAST, IF IT'S CREATED ON FRIDAY.
>> I WOULD BE INTERESTED TO HEARING, AND I DON'T NEED THE ANSWER IMMEDIATELY, HOW MUCH DETAIL YOU WANT ME TO GO INTO IN THE PRESENTATION THE BOARD HAS QUESTIONS;
[02:00:05]
RIGHT? AND GET INTO THE DETAIL.WHAT'S THE LEVEL OF DETAIL YOU WANT IN THE PRESENTATION AND THAT SORT OF THING.
>> AND IN MY EXPERIENCE, SOME OF IT DEPENDS ON WHAT TIME YOU BECOME ON THE AGENDA, BASED ON WHAT'S HAPPENING IN THE MEETING.
IF IT ENDS UP BEING REALLY LATE, THEN THEY ARE NOT.
THE POLICIES, THE METEOR ONES WE'RE TALKING ABOUT, RATHER THAN LEAVING THEM, WE MAY WANT TO FRONT LOAD THEM AND MAKE THOSE THE FIRST ONES WE TALK ABOUT I THINK IT DEPENDS ON THE AGENDA AND WHAT TIME WE GET TO THE MEETING.
THAT'S MY EXPERIENCE >> I THINK IF WE LOOK AT IT AND IT LOOKS LIKE A HEAVY MEETING, I THINK WE DO THE EASY ONES.
WE CAN GET IT ON WHEN IT'S FOCUSED.
I KNOW, BEING OEN THE MEETINGS, IT COULD BE HARD, WHEN YOU'RE STARTING AT 11:00 P.M.
HARD AS BOARD MEMBERS, KEEPING UP WITH THE DETAILS.
I WILL WORK WITH SUSAN, WHAT WE CAN ADD.
>> IT ALSO DEPENDS NOT JUST THE TIMING OF THE MEETING, IF THERE'S OTHER MATERIALS TO REVIEW, DEPENDING ON, IF THERE'S SOME KIND OF CLOSED SESSION IT'S REVIEWING THE POLICIES ON THE BOARD.
YOU DO OR DON'T GET, AS MUCH TIME AHEAD OF TIME SO.
>> WE CAN CONSIDER SEPARATING THE TWO, TWO GROUPS AS WELL >> THE JC
POLICY, AND EVERYTHING ELSE IS BEFORE, I THINK >> THAT WOULD BE THE OTHER OPTION, IS TO MOVE FORWARD WITH EVERYTHING ELSE, AND JC.
IF YOU THINK THE BOARD MEETING IS TOO LONG, WE CAN DO THAT AS WELL >> I COULD
DO IT IN 20 MINUTES >> YOU SAID THE POLICIES ARE PRESENTED UNTIL THE VERY END.
IF THE BOARD DOES READ THEIR PACKETS, THEY ARE ABLE TO ADDRESS THEM AT THE MEETING.
IF THAT HAPPENS, YOUR PRESENTATION MAY BE PRETTY EASY >> THAT WAY, THE QUESTIONS ARE ANSWERED, AS PART OF THE PRESENTATION.
ESPECIALLY, THE COMMUNITY OF QUESTIONS AND THEY WANT TO UNDERSTAND, THE REASONING BEHIND THIS.
IT HELPS PRESENTS THE PRESENTATION.
>> WITH MY EXPERIENCE ON THE BOARD.
I SEE, IF YOU STOP AFTER EDIT, YOU WILL GET A QUESTION >> IT'S SORT OF A FORMULA I USE IN MY PRESENTATION.
AND SO, USUALLY, WE'LL SEE IF YOU LIKE IT OR NOT.
THERE ARE SOME SCHOOL BOARDS REALLY HAPPY WITH IT.
>> DO I HAVE A MOTION TO ADJOURN THE MEETING.
THANKS.
* This transcript was compiled from uncorrected Closed Captioning.