[00:00:01]
LET'S GET MOVING.WE WILL START OFF AGAIN WITH THE ADJUSTED BUDGET.
[Call the Work Session to Order ]
[1. Superintendent's Adjusted Budget Info ]
I DON'T KNOW, MR. TURNER, IF YOU WANT TO DISCUSS OR ROLL RIGHT INTO QUESTIONS?>> WE CAN LEAD RIGHT INTO QUESTIONS IF YOU LIKE.
>> WE ARE GOING INTO THE QUESTIONS ON THE PROPOSED ADJUSTMENT TO THE BUDGET.
ARE THERE ANY? THERE ARE NO QUESTIONS FOR YOU, MR. TURNER.
>> THAT SOUNDS LIKE A GOOD NIGHT TO ME.
>> I THINK YOU GAVE THE UPDATE, BUT AS ANOTHER REMINDER, TOMORROW THE BUDGET QUESTIONS WILL BE BACK TO YOU NEXT WEEK AND THERE IS AN ADD/DELETE AND IF WE NEED ANOTHER WORK SESSION, ANOTHER WORK SESSION ON JUNE 2ND.
APPRECIATE ALL OF YOUR WORK BEING PUT INTO THE APPROVED BUDGET ON THE FRONT END AND A LITTLE WAYS TO GO TO GET OUR FINAL ADOPTIONS IN JUNE.
HAVE A GOOD NIGHT, MR. TURNER.
NEXT WE ARE LOOKING AT OUR REDISTRICTING POLICIES BECAUSE, DON-DON-DON, IT IS
[2. Redistricting Policy Discussion]
COMING WHETHER WE LIKE IT OR NOT.EXCITING THOUGH BECAUSE THERE'S BEEN SOME PLACEMENT POLICIES AND THE GOAL IS TO HAVE THESE POLICIES LEAD US INTO OUR REDISTRICTING PROCESS AND HOPEFULLY GET US OUT IN ONE PIECE.
SO WITH THAT SAID SO HAPPY TO HAVE IN PERSON WITH US, YAY, MATT, WHO HAS BEEN EXCEPTIONAL IN HOW YOU HAVE JUST DROPPED RIGHT IN AND PULLED US ALTOGETHER AND ALONG.
I REALLY APPRECIATE AND AM EXCITED ABOUT YOU.
AND I AM GOING TO TURN IT OVER TO WHOEVER ELSE DID THE REVISIONS.
>> I HOPE TO CONTINUE TO LIVE UP TO THE STANDARDS.
IT HAS BEEN AN EASY TRANSITION FOR ME AS WELL.
SO TONIGHT WE HAVE THREE TOPICS FOR YOU.
THIS IS A WORK SESSION JUST SO YOU CAN HAVE SOME MORE CONVERSATION ABOUT THESE THINGS.
I HAVEN'T SEEN ANY OF YOU IN PERSON.
ZOOM IS FINE AT THE BEGINNING, BUT IT IS NICE TO SEE FACES AND SMILES AND OTHER SUCH THINGS.
WE HAVE THREE BASIC TOPICS TO TALK ABOUT TONIGHT.
FIRST IS AS WE GO THROUGH THE REVISIONS WE WANT TO LOOK AT THE POLICIES AND WE WANT TO SAY EQUITY FOR ALL AND ALIGN WITH THE CODE AND WE ARE LOOKING AT POLICIES.
SO TONIGHT WE ARE GOING TO TALK ABOUT THREE DIFFERENT THINGS.
WE WILL TALK ABOUT THE NEXT GROUPS OF POLICIES FOR THE EQUITY AUDIT.
MINOR TWEAKS TO THE EQUITY AUDIT.
PROCESSES GOING FORWARD AND LESSONS LEARNED.
AND THEN WE WILL TALK ABOUT THE STUDENT PLACEMENT POLICIES THAT WILL THEN LEAD US INTO THE CONVERSATION ABOUT THE REDISTRICTING.
SO THOSE TWO THINGS ARE VERY CONNECTED.
THEY ARE INTENTIONALLY SEQUENCED TO ALLOW US TO GO THROUGH THOSE THINGS.
DR. CRAWFORD WILL TALK ABOUT POLICIES AND THEN THE LAST PART SETTING UP FOR THE REDISTRICTING.
THERE IS A FIVE-STEP PROCESS AND WE HAVE SEEN THIS BEFORE.
SO WE WILL MAKE A COUPLE OF MINOR ADJUSTMENTS.
WE ARE RECOMMENDING A UM COULD OF MINOR ADJUSTMENTS TO A COUPLE OF BOXES IN THIS SLIDE BASED ON SOME LEARNING AND STEPS WE HAVE.
THE FIRST IS TO THINK ABOUT SINGLE GROUPS OF POLICIES TO LOOK TOWARD SEVERAL GROUPS OF POLICIES.
WE ARE RECOMMENDING ABOUT THREE GROUPS.
THERE IS A LOT OF THINGS THAT HAPPEN BEFORE IT GETS TO THE BOARD.
WE WANT TO BE SURE THAT THOSE THINGS ARE ALL SEQUENCED.
THOSE ARE THE COMMUNITY FEEDBACK THINGS.
THOSE ARE THE REVIEW OF THE IDRA'S REVIEW AND THE POLICIES FOR EQUITY.
IT IS LOOKING FORWARD ABOUT THREE GROUPS AND IT WILL SEQUENCE ALL OF THE WORK.
[00:05:01]
AND SO WE CAN HAVE A NICE SUPPLY OF POLICIES COMING TO YOU.YOU KNOW, IF SOMETHING HAPPENS THEN THERE IS A CUSHION BUILT INTO THE PROCESS TOO.
JUST IN TIME WORKS GREAT FOR THINGS LIKE WAREHOUSING, BUT IN THIS SORT OF A THING YOU HAVE A CUSHION SO THAT IF THINGS GO WRONG YOU CAN HAVE THE NEXT MAN UP SORT OF A THING.
THAT'S THE NEXT RECOMMENDED CHANGE.
THE SECOND RECOMMENDED CHANGE IS EXPAND THE ROLE OF THE IDRA REPORT.
AS YOU HAVE SEEN THE REPORTS BEFORE, THEY GO THROUGH AND THEY DO AN EQUITY AUDIT AND THEY PUT RECOMMENDATIONS IN THERE.
THE REPORT DOESN'T CONTAIN ALL OF THE ELEMENTS OF ALL OF THE FEEDBACK.
WE WERE TALKING EARLIER ABOUT HOW AS WE ARE LOOKING AT THE TAG CHANGES AND WE WANT TO LISTEN TO WHAT THE STAFF HAS TO SAY ABOUT THAT FEEDBACK ACTUALLY DOES PRESIDENT MAKE IT TO THE IDRA REPORT.
YOU HAVE THE FEEDBACK OF TWO PLACES.
THE RECOMMENDATION IS TO EXPAND THE IDRA REPORT TO INCLUDE THE STAFF FEEDBACK AS WELL.
AND SO YOU HAVE THIS ONE COMPREHENSIVE REPORT OF ALL OF THE FEEDBACK IN THE SAME PLACE.
IT REALLY DOESN'T CHANGE TOO MUCH FROM A PROCESS PERSPECTIVE.
IT INVOLVES IDRA A LITTLE MORE AND IT PUTS ALL OF THE CONTENT INTO ONE UNIFIED REPORT AND IT ALLOWS US TO USE THE RECOMMENDATIONS FROM IDRA TO DRIVE DECISIONS.
SAYING, OKAY, HERE IS WHAT THE EQUITY AUDIT SAYS.
THESE ARE KEY DECISION THAT'S WE NEED TO MAKE AS A SCHOOL SYSTEM ABOUT DOING A OR B.
WHAT DO WE WANT TO DO ABOUT THAT? THERE ARE SOME RECOMMENDATIONS WE MAY FOLLOW AND SOME WE DO NOT FOLLOW.
THE IDRA REPORT ALLOWS US TO DO THAT.
THAT'S THE SECOND MAJOR CHANGE.
AND THEN ACTUALLY DOCUMENTING THE RESPONSES.
WE HAVE THINGS WE WILL ACT ON AND PUT IN POLICY.
WE WILL CHOOSE NOT TO DO THAT.
THERE ARE NO PLACES WE CAN DOCUMENT WITH THE RECOMMENDATIONS.
THAT ALSO GETS ROLLED INTO THE REPORT.
AND SO THEN THIS REPORT IS PRETTY COMPREHENSIVE.
HERE IS THE AUDIT AND HERE ARE THE RECOMMENDATIONS AND HERE IS THE ACTION YOU TOOK.
YOU HAVE A REALLY NICE UNDERSTANDING STORY ABOUT WHAT HAPPENED WITH THE EQUITY AUDIT.
THERE IS A MINOR TWEAK FROM A PROCESS PERSPECTIVE AND IT WILL MAKE THE PRODUCT A LOT STRONGER FOR YOU GUYS.
THE THIRD THING WE ARE TRYING TO DO IS TOPICS THAT ARE LONGER HORIZON.
WE REALIZE IT IS NOT A CHANGE YOU CAN MAKE OVER THE COURSE OF A MONTH.
IT IS CHANGING HOW TEACHERS WORK.
IT IS ACKNOWLEDGING THAT SOME POLICIES HAVE LONGER HORIZONS AND IDENTIFYING THOSE EARLY IN THE PROCESS AND BUILDING THAT LONGER PROCESS FOR THOSE POLICIES.
WE WORK WITH IDRA AND IT IS NOT GOING TO GO THROUGH THE SAME INFLUENCE THAT EVERYTHING ELSE DOES.
THAT'S THE RECOMMENDED CHANGE TO THE PROCESS.
IT IS A MINOR TWEAK TO WHAT YOU HAVE DONE BEFORE, BUT I THINK IT WILL MAKE THE PROCESS A LOT STRONGER.
I WILL ASK IF THERE ARE ANY QUESTIONS ABOUT THAT AND I WILL SHOW YOU THE NEXT THREE GROUPS OF POLICIES.
SO THE NEXT THREE GROUPS WE ARE POSING HERE, THESE ARE ALL TIER ONE POLICIES.
WE ARE STAYING IN THE TIERS YOU DEVELOPED, ALL TIER ONE POLICIES, AND THEY ARE GROUPED TOGETHER IN SIMILAR TOPICS.
THE FIRST GROUP WE ARE RECOMMENDING GROUP THREE, AND IT IS 17 POLICIES.
THERE IS MENTAL HEALTH POLICIES AND THERE IS SUPPORT PROGRAMS, LIKE THE TAG PROGRAM WE TALKED ABOUT EARLIER AND THE RECOMMENDATION OF THE PROGRAM AND THE POLICY GET LINKED TOGETHER WHICH IS A GREAT IDEA, SPECIAL EDUCATION, ET CETERA.
AND THEN FINALLY THERE IS A WHOLE CHILD CONCEPT.
THAT'S ONE GROUP OF TOPICS THAT ARE INTERRELATED TO EACH OTHER.
THE SECOND GROUP OF TOPICS IS MORE AROUND FAMILIES AND AFFECTS EVERYBODY.
THERE IS FAMILY ENGAGEMENT AND SUPPORT PROGRAMS FOR ALL STUDENTS.
AND THE FOURTH GROUP IS CURRICULUM DEVELOPMENT, CRIER LAM AREAS AND DEVELOPMENT AND INSTRUCTIONAL MATERIALS.
WHAT WE WOULD DO IS GET THE FEEDBACK FROM THE STAFF ON THOSE FIRST TWO GROUPS BETWEEN NOW AND THE END OF THE SCHOOL YEAR.
AND THE CURRICULUM OVER THE SUMMER BECAUSE THEY ARE STAFF WORKING WITH SOME OF
[00:10:04]
THE SUMMER SCHOOL TEACHERS.THEY ARE SEQUENCED APPROPRIATELY FOR THAT.
THEY ARE GROUPED TOGETHER IN THAT.
THOSE ARE THE PROPOSED THREE NEXT GROUPS.
AND THEN GRADING WE ARE STARTING ON THAT.
WE MAY DO A QUICK CHANGE ON IT, BUT IT WILL BE A LONGER-TERM THINGS DEVELOPED OVER TIME.
THAT WAS AT THE REQUEST OF THE PRINCIPAL OF ALEXANDRIA CITY HIGH SCHOOL WHO SAYS WE NEED MORE TIME TO WORK AND DO THIS RIGHT.
THAT MADE A LOT OF SENSE AND I HAD A GOOD CONVERSATION AROUND THAT THIS WEEK.
THAT'S SORT OF THE RECOMMENDED GROUPING.
I HAVE ALL LISTS OF POLICIES IN THE NEXT SLIDES, BUT I DON'T WANT TO GO THROUGH ALL OF THAT UNLESS THERE ARE QUESTIONS ABOUT THEM SPECIFICALLY.
>> THANK YOU FOR EXPLAINING THAT, MATT.
I THOUGHT IT MIGHT BE HELPFUL IF YOU COULD TALK ABOUT -- OR IT MIGHT BE HELPFUL FOR THE GROUP TO KNOW THAT WE ARE SUPPOSED TO UPDATE OR REVIEW ALL OF OUR POLICIES EVERY FIVE YEARS, AND WE ARE ALSO DOING THIS EQUITY AUDIT OF OUR POLICY.
AND I REMEMBER AT ONE OF OUR TEAM MEETINGS YOU SAID THERE ARE THIS MANY TOTAL POLICIES IF YOU WANTED TO UPDATE EVERY FIVE YEARS YOU HAD TO DO THIS MANY AT A TIME.
I FEEL LIKE THAT INFORMATION -- >> ABSOLUTELY.
THE CODE OF VIRGINIA REQUIRES YOU REVIEW ALL OF YOUR POLICIES EVERY FIVE YEARS.
YOU ALSO NEED TO DO CODE UPDATES AS THEY HAVE A REACTIVE THEME.
AND YOU HAVE YOUR EQUITY AUDIT GOING ON.
YOU HAVE APPROXIMATELY 400 POLICIES AND REGULATIONS.
AND IF YOU DO THE MATH THAT WORKS OUT TO BE SOMEWHERE AROUND 80 A YEAR JUST TO GET THEM DONE IN FIVE YEARS.
WE ARE DOING THESE GROUPS OF 15 WHICH MEANS YOU CAN DO THOSE EVERY YEAR WHICH IS ABOUT EVERY TWO MONTHS.
IF YOU DO THAT, IT WILL TAKE YOU FIVE YEARS TO GET THROUGH YOUR EQUITY LOG.
THAT'S JUST THE WAY THE MATH WORKS OUT.
THE PACING IS WHAT THE PACING IS.
IT IS A THREE-STEP STRUCTURE TO ACCELERATE IT A LITTLE BIT.
IT WILL HELP AND MAKE IT MOVE ALONG A LITTLE FASTER.
THAT'S ESSENTIALLY THE WAY THE MATH WORKS.
IT IS A MULTI-YEAR PROCESS TO GET THIS DONE.
>> AND JUST FOR CLARITY, WE ARE IDENTIFYING THE NEXT FEW GROUPS AND WE ARE JUST ONLY WORKING ON GROUP THREE RIGHT NOW.
WE ARE WORKING ON GROUP FOUR AND WANT SOME TO GET STARTED AND THEN GRADUALLY BE
PULLING TOGETHER ANOTHER GROUP TO GET STARTED ON -- >> THAT'S EXACTLY RIGHT.
LET'S GO BACK TO THIS PROCESS.
THE IDEA IS THAT THERE IS ALWAYS SOME AT THE DIFFERENT STEPS IN THE PROCESS.
WE ARE SAYING SELECT NEEDS TO BE THREE GROUPS UP SO THAT WHEN WE DO THE AUDIT AND THE DRAFTING AND THE VALIDATE AND THE APPROVING PROCESS WE ALWAYS HAVE DIFFERENT GROUPS IN THOSE SEGMENTS WORKING IN THEIR WAY THROUGH RATHER THAN TAKING ONE AND GOING THROUGH.
THIS IS JUST SAYING, HEY, WE ARE AUDITING ONE SET AND WE ARE DRAFTING ANOTHER SET AND VALIDATING ANOTHER SET.
YOU ARE CON CONSTANTLY MOVING THROUGH THE PROCESS.
WE ARE REDUCING CYCLE TIME AS WE LIKE TO CALL IT IN THE PPM WORLD.
THEY ARE MOVING TO THE STAGES CONCURRENTLY AND THEY ARE WORKING THEIR WAY THROUGH THE PROCESS.
IT IS A PROCESS APPROACH RATHER THAN A PROJECT APPROACH.
IT IS A PROCESS THAT KEEPS TICKING THROUGH AS THEY ARE GOING.
SO WE FRONT LOAD ALL OF THESE THINGS AND HAVE THIS NICE QUE.
ANY OTHER QUESTIONS? SO THESE ARE POLICIES FOR POSTERITY SAKE.
IF THERE ARE NO QUESTIONS I WILL NOT GO OVER THOSE DETAILS AT THIS POINT IN TIME.
I REMEMBER HEARING ABOUT THE ACCELERATION POLICY.
I DON'T THINK THE EQUITY -- THE AUDIT TEAM HAS LOOKED AT THAT ONE.
[00:15:01]
I THINK THERE MAY HAVE BEEN SOME WORK DONE, BUT I DON'T SEE IT IN HERE AND I AM WONDERING IF IT WAS BROUGHT UP.>> THAT WOULD BE -- LET'S SEE IF WE GOT IT HERE.
WE CAN CERTAINLY ADD IT TO THIS GROUP BECAUSE IT WILL BE PART OF -- THIS HAS THE GIFTED POLICY AND ACCELERATION IS TIED TO THAT.
WE CAN EASILY ADD IT TO THIS SET HERE.
ANY OTHER COMMENTS OR QUESTIONS? ALL RIGHT.
I WILL TURN IT OVER TO DR. CRAWFORD WHO WILL BE DOING A PRESENTATION ON SOME OF THE PROPOSED REVISIONS TO THE STUDENT PLACEMENT POLICIES AND THIS WILL FEED INTO THE REDISTRICTING CONVERSATION.
THANK YOU ALL FOR YOUR TIME AND YOUR FLEXIBILITY IN DOING THIS IN A WORK SESSION.
WE KNOW THAT JC/JCD STUDENT PLACEMENT IS A DENSE POLICY, AND IT IS FAIRLY COMPLICATED IF YOU ARE NEW TO THE ACPS WORLD OF STUDENT PLACEMENT AND STUDENT PLACEMENT OPTIONS.
WANTED TO JUST GIVE A VERY QUICK REVIEW AND THE POLICY IS POSTED ON ESV IF ANYONE WANTS TO DELVE DEEPER.
OUR THOUGHT THIS EVENING IS I WOULD TALK WHAT IS CURRENTLY IN JC AND THEN WHAT WE ARE PROPOSING MOVING FORWARD AFTER OUR EQUITY REVIEW AND AFTER ASKING OUR QUESTIONS ABOUT WHO IS IMPACTED BY SOME OF THE PROCEDURES WE HAVE IN HERE AND HAVING AN OPERATIONAL LENS AS WE LOOK AT OUR POLICIES TOO WITH RESPECT TO STUDENT PLACEMENT.
BRIEFLY, STUDENT PLACEMENT IS OUR POLICY THAT OUTLINES PRIMARILY THE TYPES OF TRANSFERS THAT WE HAVE IN ACPS.
WHEN YOU LOOK AT CAPACITY REASSIGNMENT-TYPE TRANSFERS AND SO A SCHOOL IS AT CAPACITY OR THE NUMBER OF CLASSES THAT THEY HAVE CAN'T EXCEED CAP.
AND THE STUDENT GETS MOVED FROM THEIR SCHOOL TO THE CLOSEST SCHOOL AT CAPACITY AND THAT'S HOW THE POLICY IS WRITTEN CURRENTLY.
THE POLICY ALSO TALKS ABOUT PROBLEMATIC TRANSFERS AND ADMINISTRATIVE TRANSFERS IN HEALTH AND SAFETY AND IT GETS INTO SOME OTHER AREAS SUCH AS THE KINDERGARTEN LOTTERY AND SUPPORTS FOR MILITARY.
SO AS OPPOSED TO GIVING YOU A LINE BYLINE GOOGLE DOC WE SHOT WE WOULD DO THIS APPROACH.
THIS IS THE SLIDE MATT REVIEWED WITH YOU LAST TIME.
CONSISTENT CHANGES ACROSS THE BOARD WHEN WE LOOK AT OUR POLICIES AND OUR REGULATIONS ARE AS FOLLOWS.
WE ARE MOVING OUR GENDER AFFIRMING TERMS AND LOOKING AT PARENT/GUARDIAN, ET CETERA.
ONE THING WE ARE PROPOSING IN A WORK SESSION FORMAT, CURRENTLY IN ACPS WE HAVE THREE PROBLEMATIC TRANSFER OPTIONS.
WE HAVE THE K-8 PROGRAM AND OUR OLD POLICY SAYS JEFFERSON HOUSTON AND THE MODIFIED CALENDAR.
SINCE WE HAVE GONE THROUGH AND WE DEVELOPED THIS POLICY AND REALLY LOOKED AT THESE PROGRAMS AND LOOKED AT THE INSTRUCTIONAL IMPACT OF THE PROGRAMS, WE HAD THE DISCUSSION THAT WHEN YOU HAVE DUAL LANGUAGE, OBVIOUSLY THE INSTRUCTION IS DISTINCT AND VERY DIFFERENT THAN A NON-DUAL LANGUAGE SCHOOL.
THE DUAL LANGUAGE PROGRAM CONTINUES IN OUR DRAFT JC/JCD OPT IN OPTION.
SO FAMILIES INTERESTED IN DUAL LANGUAGE WOULD STILL HAVE THE OPPORTUNITY TO OPT INTO THOSE PROGRAMS. WHEN WE LOOKED AT THE STRAIGHT CURRICULUM OF PATRICK HENRY AND JEFFERSON HOUSTON AS OUR K-8 PROGRAMS AND SAMUEL TUCKER FROM THE INSTRUCTIONAL PERSPECTIVE, AND I WILL SAY I DID THIS FIVE YEARS AGO WHEN WE CAME UP WITH THESE.
AT THAT TIME WE THOUGHT, WELL, THERE IS AN INSTRUCTIONAL COMPONENT THAT COULD BE DISRUPTED IN A CHILD MOVED FROM TUCKER TO A COMPREHENSIVE SCHOOL THAT IS NOT ON A MODIFIED CALENDAR.
AS WE ANALYZED AND TALKED TO THE PRINCIPALS AS OUR PRIMARY SOURCE AND GOT OTHER FEEDBACK, OUR RECOMMENDATION MOVING FORWARD IS TO HAVE THE OPT IN PROGRAMS BEING EXCLUSIVELY DUAL LANGUAGE.
[00:20:01]
WHEN WE LOOK AT THE K-8 PROGRAMS YOU COULD MOVE FROM PATRICK HENRY TO A GEORGE MASON AND BE ON PAR WITH THAT.SAME THING FOR THE MODIFIED CALENDAR.
THIS IS THE TRANSFER OPTION FOR OUR FAMILIES TO SAY I LIVE IN THE CHARLES BARRETT ZONE.
I JUST GOT ONE IN THE BOARD MEETING.
THERE IS NEW FAMILY MOVING IN AND KINDERGARTEN REGISTRATION AND THEY ARE INTERESTED IN THEIR CHILD LEARNING A DUAL LANGUAGE AND PUT IN THE APPLICATION.
WHAT I WANT TO SAY IS THAT WOULD NOT CHANGE ANY OF OUR EXISTING STUDENTS.
STUDENTS WHO OPTED INTO TUCKER RIGHT NOW, IF THIS GOES THROUGH AND THE POLICY GETS PASSED, TUCKER IS NO LONGER AN OPT IN, THE STUDENTS WHO ARE THERE IN AN OPT IN TRANSFER WOULD NOT MOVE FROM TUCKER.
THEY WOULD MATRICULATE UNTIL MIDDLE SCHOOL.
AND THE OTHER SIDE OF OUR OPT IN IS AN OPT OUT.
USING AGAIN THE DUAL LANGUAGE.
THIS IS CONSISTENT WITH WHAT WE HAVE RIGHT NOW.
YOU CAN SEE SOMEONE MOVES INTO THE MT.
VERNON SCHOOL ATTENDANCE ZONE AND NOT INTERESTED IN THEIR CHILD ATTENDING DUAL-LANGUAGE OR VERY IMPORTANTLY AS THE BOARD IS FAMILIAR, IF YOU HAVE AN OLDER ELEMENTARY SCHOOL STUDENT WHO DOES NOT HAVE DUAL-LANGUAGE EXPERIENCE OR NATIVE-LANGUAGE EXPERIENCE, THEN DUAL-LANGUAGE IS NOT APPROPRIATE TO JOIN AT GRADES THREE, FOUR AND FIVE WITHOUT AN ACPS ASSESSMENT.
MANY TIMES THEY GO TO A SCHOOL WITH CAPACITY.
WE ARE SUGGESTING THAT THAT IS MAINTAINED.
YOU MAY BE ASKING WHY JOHN ADAMS WAS OPTING OUT AND THEY HAVE THE DUAL LANGUAGE PROGRAM AND THEY HAVE AN ENGLISH ONLY PROGRAM.
IF YOU WERE NOT INTERESTED IN DUAL-LANGUAGE YOU COULD ATTEND AT JOHN ADAMS. I WILL KNOW AND IT IS EXPLICIT IN OUR POLICY AND REGULATIONS FOR THE K-8 PROGRAMS YOU COULD NOT OPT OUT OF K-5 RIGHT NOW.
YOU CAN OPT OUT OF THE K-8 PROGRAMS WHEN YOU GET TO MIDDLE SCHOOL AND YOU WANT A COMPREHENSIVE MIDDLE SCHOOL, ALONG THOSE LINES, THAT WOULD CONTINUE.
WHEN THE K-8 STUDENTS GET TO A MIDDLE SCHOOL AGE THEY CAN PURSUE MAYBE ADDITIONAL CLASS CHOICES.
YOU LIVE IN PATRICK HENRY, YOU WOULD ATTEND THE PATRICK HENRY K-8 PROGRAM.
FOR MODIFIED CALENDAR IF YOU LIVE IN THE TUCKER ZONE YOU HAVE THE OPPORTUNITY TO OPT OUT OF THAT.
THIS CHANGE WOULD HAVE TUCKER BE A ZONED SCHOOL, A SCHOOL ATTENDANCE ZONE THAT IF YOU LIVED IN THE TUCKER AREA, THAT'S WHERE YOU WENT TO SCHOOL.
NEXT SLIDE? ACTUALLY, LET ME PAUSE FOR A SECOND AND JUST ASK THE CHAIR AND OTHERS -- BECAUSE THEY ARE SORT OF SECTIONED.
DO YOU WANT TO PAUSE AND ASK QUESTIONS? I CAN'T REALLY SEE WHO HAS HANDS OR QUESTIONS IF THERE IS ANYTHING YOU WANT TO TAKE IT AS WE ARE GOING THROUGH SINCE IT IS A WORK SESSION?
>> WELL, SINCE YOU ASKED WE CAN SEE IF THERE ARE ANY QUESTIONS.
>> CAN YOU GO BACK ONE SLIDE? HOW COME WE DON'T HAVE AN OPT IN FOR JEFFERSON HOUSTON AND PATRICK HENRY AT LEAST 6-8? I CAN UNDERSTAND WHY SOME FAMILIES WANT TO SHIFT THEIR STUDENTS TO FRANCIS C HAMMOND OR GEORGE WASHINGTON, BUT I CAN SEE THE ARGUMENT OF FAMILIES SAYING I WOULD LIKE TO DO A SMALLER MIDDLE SCHOOL EXPERIENCE FOR MY KID.
>> IN LARGE PART -- THAT'S A GREAT QUESTION, SO THANK YOU.
IN LARGE PART THAT IS A CAPACITY ISSUE.
WHEN YOU LOOK AT THE SIZE OF THE 6TH, 7TH AND 8TH AND IN PARTICULAR AT PATRICK HENRY -- PATRICK HENRY IS NOT AN OPT IN BECAUSE THEY HAVEN'T HAD SPACE ALMOST FROM THE BEGINNING.
THAT IS WHY WE DID NOT CONTINUE TO LIST IT OR LIST IT BECAUSE THERE IS VERY LITTLE POSSIBILITY AND AS USING PATRICK HENRY AS AN EXAMPLE, IT WOULD BE VERY
[00:25:01]
TIGHT EVEN WITH THE STUDENTS WHO ARE ZONED THERE IF THEY ALL CHOSE TO STAY.THAT'S WHERE IT IS A BALANCE OF LOGISTICS.
>> IS THAT THE SAME CASE FOR JEFFERSON-HOUSTON 6 TO 8?
>> I WILL MAKE SURE I CHECK THE NUMBERS.
WE HAVE AN ENROLLMENT MEETING TOMORROW, BUT TO MY KNOWLEDGE, YES.
I WILL GET THE UPDATED DATA TOMORROW.
AT LEAST FROM MY PERSPECTIVE, BEING ABLE TO OFFER AN OPPORTUNITY FOR FAMILIES WHO MAY WANT THAT SMALLER EXPERIENCE AT THE MIDDLE SCHOOL, IF THAT'S AN OPTION, LOGISTICALLY MAY NOT BE AN OPTION BECAUSE OF CAPACITY, BUT IT WOULD BE A GOOD OFFERING.
WHEN THIS IS FINALIZED, WHEN DO YOU THINK THIS WILL TAKE EFFECT?
>> IF WE ARE ON SCHEDULE IT IS HOPED TO BE FINALIZED BEFORE THE END OF THE SCHOOL YEAR.
TIMING IS CRITICAL TO MAKE SURE WE HAVE INFORMATION FOR OUR FAMILIES TO MAKE INFORMED DECISIONS.
THE IDEA WOULD BE THAT SOME OF THESE ARE IN EFFECT FOR NEW FAMILIES.
AGAIN, NOT CURRENT STUDENTS, BUT IT WILL BE NEXT YEAR IF POSSIBLE.
LET'S SAY IT TAKES TO THE END OF SCHOOL YEAR, FROM NOW UNTIL THE END OF THE SCHOOL YEAR, WE ARE STAYING WITH THE OLD SYSTEM? AND THE REASON I'M ASKING THAT IS BECAUSE YOU CAN RECEIVE A LOT OF APPLICATIONS FROM FOLKS ON THE TRANSFER PRIOR TO THIS TAKING EFFECT.
I KNOW JEFFERSON-HOUSTON FOR A FACT AND TALKING TO THEM THEY FEEL THE SCHOOL IS ALREADY TO CAPACITY.
I'M JUST SAYING SHOULD WE CEASE AND DESIST WITH TRANSFERS RIGHT NOW UNTIL YOU ALL FIGURE OUT WHAT YOU'RE GONNA DO AND WHEN THIS WILL TAKE EFFECT?
THAT'S ANOTHER REALLY GOOD POINT.
WE HAVE AND I APOLOGIZE THAT I WAS PAPER SHUFFLING THERE.
I AM LOOKING FOR MY -- THE END OF THE REGULATION AS IT IS CURRENTLY OUTLINES THE TIMELINE OF APPLICATIONS.
YOU CAN SUBMIT AT ANYTIME, BUT THEY DO GIVE RESPONSE DATES.
SAY YOU ARE A FAMILY WHO IS THINKING ABOUT PURSUING A K-8 PROGRAM.
US MAKING A DECISION AND PRESENTING TO YOU AS BOARD MEMBERS IN JUNE WOULDN'T COME TO LATE FOR THOSE FAMILIES BECAUSE WE AREN'T ABLE TO APPROVE TRANSFERS UNTIL THE SUMMER ANYWAY.
WE WANT TO MAKE SURE WE HAVE ALLOWED FAMILIES IN THE NEIGHBORHOOD TO REGISTER BEFORE WE EVER GIVE ANY TRANSFER SPOTS.
SIMILARLY IF A SCHOOL IS AT CAPACITY OR CLASS TO CAPACITY, WE DO NOT PUT TRANSFERS IN.
AT THIS POINT IN THE YEAR, THERE ARE -- A TRANSFER WOULD BE FOR A UNIQUE REASON.
WE WOULD NOT BE JUST MOVING A STUDENT MID-YEAR UNLESS THERE WERE EXTENUATING CIRCUMSTANCES WITH IT.
>> I'M GONNA GO TO DR. RIEF, BUT I WANTED TO JUMP IN SORT OF IN RESPONSE TO YOUR QUESTION.
I THINK ONE OF THE THINGS WE WANT TO -- I'M KIND OF ADAMANT AND WOULD PUSH US TO DO IS TO APPROVE A LOT OF THESE AS SOON AS POSSIBLE SO THAT WE CAN IMPLEMENT IN THE COMING SCHOOL YEAR.
AND THE REASON FOR THAT IS WHEN WE EMBARK ON THE REDISTRICTING PROCESS, I THINK WE WANT AS LITTLE GRAY AREAS AS WE CAN POSSIBLY HAVE.
THIS PLACEMENT STUFF WILL GUIDE AND HOPEFULLY MAKE REDISTRICTING CLEARER AND BETTER.
>> DR. CRAWFORD, I THINK IT WOULD BE HELPFUL -- I DON'T THINK YOU MENTIONED IT UNLESS I MISSED IT.
ONE OF THE DRIVERS WITH THIS IS THE ISSUE WITH THE TRANSPORTATION WE ARE HAVING SO MANY STUDENTS WHO ARE BEING -- WE ARE HAVING TO TRANSPORT TO SCHOOL AND IT IS NOT NEARBY WHERE THEY LIVE.
I ALSO WANT TO MENTION TO MS. BOOZ'S POINT, THIS IS A CONCERN I HAVE HAD AT LEAST
[00:30:06]
WITH JEFFERSON-HOUSTON IS I NOTICED THERE ARE FAMILIES WHO HAVE SOUGHT THE SMALLER SCHOOL ENVIRONMENT, AND THAT'S ONE OF THE REASONS THAT WHEN THE MIDDLE SCHOOL PROJECT WORK GROUP WAS PRESENTING I RAISED THIS ISSUE ABOUT LOOKING AT STUDENTS WHO MAY BE STRUGGLING IN OUR MIDDLE SCHOOLS WHICH IS PRETTY LARGE.1400 AND THAT THE SIZE OF A LOT OF HIGH SCHOOLS.
IF WE CAN LOOK AT INNOVATIVE WAYS TO MEET THOSE KIDS' NEEDS THROUGH THE MIDDLE SCHOOLWORK PROJECT.
I THINK THAT WOULD BE SOMETHING TO TACKLE.
AND THANK YOU FOR BRINGING THAT UP AS WELL.
WHEN WE USE OUR RACIAL EQUITY TOOL IMPACT, WHILE TRANSPORTATION AND THE FACILITIES AND THE LOGISTICS, IT DOES HAVE AN IMPACT AND AT TIMES TO AN INEQUITABLE DEGREE WHO ARE INCAPACITY REASSIGNED.
I BELIEVE AT THIS POINT IN THE SCHOOL YEAR WE HAVE CAPACITY REASSIGNED OVER 400 STUDENTS OUT OF THEIR ATTENDANCE ZONE ELEMENTARY SCHOOL TO ANOTHER SCHOOL.
AND WE GET REGISTRATIONS IN ALEXANDRIA UP UNTIL THE LAST DAY OF SCHOOL.
I WILL TELL YOU THAT WE ARE CONTINUING TO GET REGISTRATIONS EVEN -- WE OF COURSE HAVE NEW ARRIVALS TO THE COUNTRY, BUT EVEN OUTSIDE OF THAT, WE GET NEW STUDENTS ALL THE TIME.
SO WHY IS THAT RELEVANT? IT IS RELEVANT BECAUSE WE MAY BE GETTING A NEW FAMILY THAT COMES IN THAT CAN'T REGISTER AT THEIR SCHOOL, THEIR CLOSEST SCHOOL WITH CAPACITY IN MAY MAY BE ON THE OTHER SIDE OF THE CITY.
AND SO THEY ARE ON A BUS AND WE HEAR THIS FROM FAMILIES IN THE DARK AT 6 WHATEVER IN THE MORNING FOR -- I USUALLY SAY AT TIMES BECAUSE OF TRAFFIC THE BETTER PART OF AN HOUR TO GET ACROSS TO BRING THE STUDENTS AND A RIDE BACK.
MR. MERRIMAN WHO IS A MAGICIAN.
SCOTT MERRIMAN IS ABLE TO DO SO MANY THINGS WITH THE ROUTES THAT THEY ARE CONSTANTLY REVISITING BECAUSE OF THE CHANGES IN ENROLLMENT.
HE IS EMPHATIC THIS YEAR THAT IF WE DON'T MAKE CHANGES WE WILL NOT ADDRESS THE FACT THAT KIDS ARE GETTING TO SCHOOL LATE BECAUSE THE BUSS ARE TAKING SO LONG TO GET STUDENTS ACROSS THE DIVISION THAT IT IS IMPACTING OUR MIDDLE SCHOOL BUSS AND OTHER BUSES KIDS ARE MISSING ACTUAL INSTRUCTION.
IT IS NOT JUST THAT THEY ARE UP VERY EARLY AND THEY ARE ON THE BUS FOR AN EXTENDED PERIOD OF TIME, BUT THEY ARE ALSO MISSING POLICY.
YOU GO TO THE CLOSEST SCHOOLS WITH CAPACITY.
WE MADE THAT SPECIFIC TO HELP PARENTS UNDERSTAND WHY SOMETIMES SCHOOLS ARE SELECTED AND WE HAD A CAPACITY-DRIVEN LENS WITH THAT AND IT HAS BEEN A REAL CHALLENGE FOR TRANSPORTATION TO ADHERE TO THAT PRACTICE WHILE GETTING OUR KIDS INTO SCHOOL AS QUICKLY AS POSSIBLE.
THANK YOU, DR. RIEF, FOR RAISING THAT.
TRANSPORTATION OUTSIDE OF CHALLENGES WITH STAFFING HAVE OUR STUDENTS ON THE BUS FOR AN EXTENDED PERIOD OF TIME AND THIS YEAR WE HAVE SEEN STUDENTS MISSING INSTRUCTION BECAUSE OF THE CHALLENGES OF THE BUS ROUTES.
KNOWING THIS POLICY IS BEFORE US IS AN OPPORTUNITY TO LOOK AT IT WITH THE EQUITY LENS AS BELL AS WHERE WE CAN CLEAN IT UP.
I WAS JUST GOING TO DOUBLE DOWN ON THAT.
AS WE GO THROUGH THIS AND -- I THINK IT BEHOOVES STAFF TO BE HONEST AND EXPLICIT.
IF SOMEBODY BRINGS UP AN IDEA, WE NEED SCOTT TO SAY, YOU KNOW, ABSOLUTELY NOT BECAUSE THIS IS WHAT IS GOING TO HAPPEN.
I THINK WE NEED TO HEAR THOSE THINGS BECAUSE WE DON'T ALWAYS KNOW THE LOGISTICS BEHIND EVERY GREAT IDEA WE HAVE, AND THE COMMUNITY MEMBERS DON'T KNOW.
WE NEED TO, LIKE, ANYTIME AT ANY OPPORTUNITY I SAY TO STAFF, SAY THE THING THAT MAY NOT MAKE PEOPLE HAPPY, BUT UNDERSTAND THAT WE HAVE -- LOGISTICS ARE A THING.
THEY ARE IMPORTANT BECAUSE THEY END UP IMPACTING EQUITABLE ACCESS.
[00:35:03]
I WAS JUST GOING TO THROW THAT OUT THERE.>> AND ONE EXAMPLE I CAN GIVE WITH THIS, AND IT IS THE OPT OUT FOR MT.
VERNON, BUT ONE CONCEPT IS COULD WE FOR OUR FAMILIES WHO OPT OUT, THE DRAFTED LANGUAGE IS THOSE STUDENTS WHO OPT OUT GO TO THE SAME SCHOOL.
THEY MAY GO TO DIFFERENT SCHOOLS DEPENDING ON WHEN THEY OPTED OUT AND THE CLOSEST SCHOOL WITH CAPACITY AND WE THOUGHT ABOUT THIS AND IT WAS MENTIONED IN PARTICULAR FOR A COUPLE REASONS.
IT COULD HELP SIMPLIFY THE ROUTES IF WE KNOW STUDENTS WHO LIVE IN THE MT.
RIGHT NOW IT SAYS THE CLOSEST SCHOOL FROM MT.
VERNON AND THAT WOULD BE CORA KELLY.
IF EVERYBODY WHO OPTED OUT WENT TO CORA KELLY, NOT ONLY DOES THAT ASSIST WITH TRANSPORTATION, BUT THEN YOU HAVE SOME STUDENTS FROM -- THE SAME AREA WHO MAYBE KNOW EACH OTHER GOING TO SCHOOL AND HAVE A SENSE OF COMMUNITY AS OPPOSED TO STUDENTS GOING TO MULTIPLE PLACES EVEN THOUGH THEY ARE COMING FROM THE SAME NEIGHBORHOOD.
SO I WILL KEEP GOING IF THAT'S OKAY UNLESS THERE ARE OTHER QUESTIONS.
>> DR. CRAWFORD, ONE MORE QUESTION.
>> I'M SURE THIS IS SOMETHING YOU HEAR A LOT AND I DON'T THINK PEOPLE TALK ABOUT IT MUCH, BUT WE SPEAK OF OVERCROWDING, POSSIBLY OVERCROWDING.
WHAT ARE WE DOING AS IT RELATES TO VEHICLES COMING FROM OUT OF STATE AND DROPPING KIDS OFF AT SCHOOL?
>> OH THAT IS MY AREA AND WE TALK ABOUT IT.
WE HAVE A RESIDENCY VERIFICATION SPECIALIST, AND HE IS WONDERFUL.
OUR PREVIOUS RESIDENCY VERIFICATION SPECIALIST WAS WONDERFUL AND SHE ACTUALLY WENT BACK TO SCHOOL AND SHE IS NOW A CON SEVERAL AT ONE OF OUR ELEMENTARY SCHOOLS.
IT IS COMING TO THE TIME OF YEAR WHERE WE DO A BOARD BRIEF.
WE SHARE HOW MANY TIER 3 CASES CAME FOR REVIEW.
HOW MANY STUDENTS RESIDENCIES WERE VERIFIED AND SOMETIMES IT IS A MATTER OF HOW MUCH THE STUDENT QUALIFIES FOR.
AND SOMETIMES NO STUDENT DOES NOT AND YOU ARE ABLE TO ASSIST THEM IN ATTENDING AT THEIR ACTUAL LOCATION OF RESIDENCY.
WE CALCULATE THE NUMBERS AND WE CAN TELL YOU PRE COVID WE WERE SAVING $2 MILLION A YEAR WITH THAT POSITION BEING ABLE TO INVESTIGATE, FOR LACK OF A BETTER WORD, CASES WHERE WE WERE CONFIDENT THAT THE STUDENT WAS NOT A RESIDENT OF THE CITY AND ASSIST THEM IN ENROLLING THEM IN THEIR SCHOOL OF RESIDENCY.
YES, WE HEAR ABOUT OVERCROWDING.
THAT IS WHY THE SCHOOL ADMISSIONS POLICY WAS SO IMPORTANT FOR US TO TALK ABOUT WHERE A STUDENT RESIDED AND SLEPT DURING THE WEEK AND HOW MANY NIGHTS THEY SLEPT.
WE HAD TO HAVE SOMETHING WE CAN QUANTIFY.
WHEN WE HAVE QUESTIONABLE RESIDENCY CASES, THAT'S WHAT WE DO.
WE SAY WHERE DOES JULIE SLEEP? SHOW US THAT JULIE REALLY LIVES HERE.
RESIDENCY IS A HUGE AREA FOR US.
I WOULD BE LYING IF I DIDN'T SAY IT IS ONE OF THE MANY THINGS THAT COVID HAS REALLY BEEN CHALLENGING WITH BECAUSE DURING OUR COVID TIME WHEN WE WERE VIRTUAL STUDENTS WERE EVERYWHERE.
THEY WERE EVERYWHERE OUT OF NECESSITY.
PEOPLE HAD DIFFERENT JOBS AND YOU HAD DIFFERENT CARETAKERS.
SO WE WERE NOT DOING RESIDENCY CHECKS FOR ABOUT A YEAR AND A HALF WHEN WE HAD THE VIRTUAL OPTION.
IT'S DEFINITELY TAKEN A LOT OF CLEANING UP.
WE ALSO DIDN'T MOVE KIDS BECAUSE THEY WERE VIRTUAL OR EVEN WHEN THEY WERE HYBRID WE ALLOWED STUDENTS TO STAY WHEN TYPICALLY THEY WILL SAY, OKAY, YOU MOVED FROM THE GEORGE MASON ZONE OVER TO TUCKER.
THIS POLICY IN FACT SPECIFIES WHEN IT IS AN IN-CITY MOVE AND WHEN YOU CAN STAY AT THE SCHOOL AND WHEN YOU NEED TO MOVE.
WE INTENTIONALLY, WE DIDN'T ENFORCE ALL OF THOSE BECAUSE WE WERE VIRTUAL AND HYBRID AND I KNOW THIS IS A REALLY LONG ANSWER, BUT IT HAS BEEN A YEAR OF TRYING TO CLEAN UP
[00:40:03]
SOME OF THAT.AND FRUSTRATING TO OUR FAMILIES WHO THINK, WELL, I WAS HERE FOR A YEAR AND YOU KNEW I WAS IN MARYLAND.
WHY DO I HAVE TO GO NOW? NOW WE ARE BACK, FIVE DAYS A WEEK, AND WE DO HAVE A FISCAL RESPONSIBILITY TO MAKE SURE THESE ARE OUR RESIDENTS.
I AM GOING TO PUT UP ONE MORE WRENCH IN THE MIX.
I KNOW THE POLICY IS PRETTY EXPLICIT THAT OBVIOUSLY WE'VE GOT CITY-WIDE PROGRAMS THAT ARE NOT -- THAT'S DRIVEN BY IEP DECISIONS, BUT IS THERE A POINT NOT NECESSARILY NOW WHERE WE EVEN THINK ABOUT SORT OF THE IMPACT OF HOW WE'RE JUST STRUCTURING OR PLACING OUR STUDENT-WIDE PROGRAMS TO IMPACT THIS EVEN MORE? THAT IMPACTS TRANSPORTATION AND -- THAT'S A BIGGER QUESTION.
BUT I FEEL LIKE MAYBE THAT IS LIKE A SIDE DISCUSSION WE MIGHT WANT TO HAVE.
IT'S ANOTHER BIG PIECE OF THAT PUZZLE AND THERE ARE SO MANY THINGS THAT GO INTO IT.
I KNOW THE PLACEMENT DECISIONS AND EVEN SOME OF THE BUILDING -- THE CLASSROOMS THEMSELVES ARE OUTFITTED WITH VERY SPECIFIC EQUIPMENT.
WE ARE NOT JUST GOING TO MOVE THE KIDS TO A DIFFERENT BUILDING.
THERE MAY BE WAYS ON HOW WE ENVISION CITY-WIDE PROGRAMMING AS IT FITS INTO OUR FULL OPERATING.
I AM JUST THROWING THAT OUT THERE.
IT IS A MUCH BIGGER DISCUSSION TO HAVE, BUT I THINK IT MIGHT BE WORTH PULLING IN AT SOME POINT.
AND THIS POLICY, AS YOU SAID, STUDENTS AND CITY-WIDE PROGRAMS ARE EXEMPT FROM THE DIFFERENT TYPES OF MENTIONING THE PROCESS OF HOW WE DETERMINE HOW CITY WIDE IT IS AND IT IS AN INTERESTING POINT AND SOMETHING THE BOARD CAN DISCUSS AND I CAN MENTION TO TERRY WARNER IN THE MORNING THAT IT WAS BROUGHT UP AND CAN BE REVISITED.
SO WE WILL MOVE FROM OUR PROGRAMMATIC TRANSFERS.
I THINK I HAVE A LITTLE DELAY.
SIMPLIFYING THE PROGRAMMATIC TRANSFERS, AND THIS WOULD BE WITH OUR PROPOSED MT.
RIGHT NOW THE STUDENTS GO TO THE CLOSEST SCHOOL WITH CAPACITY AND IT IS FROM THE HOME, THE STUDENT'S HOME.
WHAT WE ARE SAYING NOW IS THAT STUDENTS OPTING OUT OF THE PROGRAM, IN THIS CASE A DUAL-LANGUAGE, WOULD ATTEND THE CLOSEST SCHOOL TO THAT MT.
VERNON, WHAT IS THE CLOSEST SCHOOL TO MT.
VERNON? THAT WOULD BE CORA KELLY FOR NEXT YEAR IS HOW IT IS DRAFTED IN THE POLICY.
AND THAT HOPEFULLY THE BENEFIT OF THAT WOULD ASSIST TRANSPORTATION AND THE STUDENTS WOULD BE -- THEY WOULD STAY TOGETHER.
>> WE HAVE ONE QUESTION ON THAT SLIDE.
>> I THINK YOU SAID THIS AT THE BEGINNING, BUT JUST TO CLARIFY, WITH THIS POLICY CHANGE WOULD THAT MEAN THAT ANY STUDENT WHO HAS OPTED OUT OF MT.
VERNON RIGHT NOW WOULD THEN POTENTIALLY ALL MOVE TO CORA KELLY OR THEY ARE GRANDFATHERED -- SORRY.
I NEED TO PUT MY GLASSES BACK ON.
>> SO SIBLING -- AND THIS IS A POINT OF DISCUSSION FOR THE BOARD.
WHAT IS THE PHILOSOPHY AROUND PLACING SIBLINGS? RIGHT NOW SIBLINGS MAY -- A YOUNGER SIBLING MAY ATTEND WHERE THE OLDER SIBLING GOES TO SCHOOL AND AS WE ARE NOW, THAT SIBLING TYPICALLY STAYS IN THAT SCHOOL EVEN AFTER THE OLDER SIBLING IS GONE.
MOST TYPICALLY THE OLDER STUDENT WILL MATRICULATE TO MIDDLE SCHOOL AND THE YOUNGER STUDENT STAYS AT THE SCHOOL AND FINISHES THEIR CAREER.
OUR PROPOSED IS WE KEEP THE PHILOSOPHY OF SIBLINGS TOGETHER, HOWEVER, ONCE THE OLDER SIBLING HAS MOVED, IF THERE IS NO OTHER SIBLINGS THERE, THE YOUNGER SIBLING
[00:45:03]
DOES RETURN TO THE ZONED SCHOOL.AGAIN, KEEPING WITH THE PHILOSOPHY THAT YOU ATTEND YOUR SCHOOL ZONE AS WELL AS TRYING TO REALLY GET A DIVISION-WIDE APPROACH TO HAVING STUDENTS RETURN.
WHAT HAPPENS WITH THE SIBLING SITUATION IS, YOU KNOW, THEN ANOTHER SIBLING COMES AND THEY ARE THERE A YEAR TOGETHER AND YOU HAVE A WHOLE OTHER FOUR, FIVE, SIX YEARS OF A SIBLING AT A NON-ZONED SCHOOLS.
WE GET A LOT OF REQUESTS, WHY CAN'T JULIE ATTEND? HER SIBLINGS WENT THERE.
MAYBE THEY WENT THERE FIVE TO EIGHT YEARS AGO.
THEY ARE INVESTED IN WELLS CROUCH AND THAT'S WHERE THE SIBLINGS WENT.
YOU GET IT FROM THE FAMILY PERSPECTIVE.
THAT'S WHERE THE CHILDREN WENT.
WE WANT THAT LOVE AND PASSION TO YOUR SCHOOL ZONE.
YES SIBLINGS WOULD STAY TOGETHER FOR THAT TIME.
ONCE THE SIBLING MATRICULATES WE WOULD TRANSITION THE STUDENT TO THEIR ATTENDANCE ZONE SCHOOL.
AND FAMILY WOULD HAVE THAT KNOWLEDGE GOING INTO ASKING FOR A SIBLING TRANSFER.
THIS IS JUST CLARIFICATION ON -- WE CALL THIS ADMINISTRATIVE -- TEMPORARY ADMINISTRATIVE TRANSFERS AND THIS IS FOR STUDENTS THAT HAS MOVES WITHIN THE COURSE OF THE SCHOOL YEAR.
AND WE HAVE TWO DIFFERENT CATEGORIES.
WE HAVE STUDENTS WHO MOVE AND THEY CAN ASK FOR AN ADMINISTRATIVE TRANSFER TO FINISH OUT THE SCHOOL YEAR AND THAT'S WHAT THIS LANGUAGE TESTIFIES.
IF THEY MOVE AFTER THE SECOND SEMESTER STARTS THEY WILL BE ABLE TO STAY AT THE SCHOOL.
AND IT SPECIFICALLY PUTS LANGUAGE IN THEM THAT AT THE NEXT YEAR YOU NEED TO ATTEND YOUR ZONED SCHOOL AND BY YOUR OWN MOVE.
AND THEN WE HAVE TIMES WHERE FAMILIES WHO MOVE OUT OF ACPS AND SAY THEY GO TO SCPS.
DEPENDING ON THE TIME OF THE YEAR THEY WILL REQUEST TO STAY.
THE POLICY PREVIOUSLY LISTED I THINK 5TH GRADE AND 12TH GRADE ARE THE ONLY GRADES THAT WERE SPECIFIED.
HERE WE ARE ACTUALLY BROADENING TO SAY STUDENTS WHO MOVE OUT IN THE LAST QUARTER AND THEY ARE AT 5TH, 8TH, 9TH OR 12TH FOR US, THEY ARE AT THAT TOP TRANSITION YEAR, WOULD BE ABLE TO STAY FOR THE LAST QUARTER TO FINISH OUT THE SCHOOL YEAR AND THEN GO TO THEIR NEW SCHOOL DISTRICT IN THE FALL.
AS A 12TH GRADER IF YOU MOVE IN THE SECOND SEMESTER OUT OF THE DISTRICT, YOU WOULD BE ABLE TO FINISH YOUR SCHOOL YEAR WITH US.
I HAVE TO REMEMBER WHAT THE ASPECTS ARE.
CAPACITY CLARIFICATIONS AND THIS RELATES TO CAPACITY REASSIGNMENT.
RIGHT NOW THE POLICY IS THAT SCHOOLS KEEP A LIST OF STUDENTS WHO ARE CAPACITY REASSIGNED.
AND OUR ELEMENTARY SCHOOLS DO A NICE JOB ON THIS.
AND THEY CALL WHEN A SPACE OPENS UP AND THEY SAY, HEY, WOULD YOU LIKE TO COME BACK? FAMILIES ARE GIVEN THE OPTION TO STAY AT THEIR CAPACITY REASSIGNED SCHOOL OR GO TO THEIR SCHOOL ZONE.
WHAT WE ARE PROPOSING HERE IS THAT THERE WOULD BE TWO TIMES IN THE YEAR THAT IF A SPACE OPENED UP AT YOUR ATTENDANCE SCHOOL ZONE, WE WOULD ASK FAMILIES TO TRANSITION BACK TO THAT ATTENDANCE SCHOOL ZONE AT A NATURAL BREAK DURING THE SCHOOL YEAR.
IF YOU ARE A TUCKER STUDENT, I USE TUCKER BECAUSE THEY ARE METICULOUS WITH THE WAIT LIST.
IF YOU WERE CAPACITY REASSIGNED TO GEORGE MASON WHEN SPACE OPENED UP AT TUCKER A NATURAL TIME WE WOULD PROPOSE WINTER BREAK BECAUSE WE SEE A LOT OF TRANSITIONS AT THAT TIME OR THE START OF THE NEXT SCHOOL YEAR, YOU WOULD BE EXPECTED TO RETURN TO TUCKER.
AGAIN, KEEPING WITH THE PHILOSOPHY THAT YOU ARE AT YOUR SCHOOL ATTENDANCE ZONE OPPOSED TO SAYING I AM A FIRST GRADER, BUT I WILL STAY AT GEORGE MASON FOR THE NEXT FOUR YEARS.
WE ARE TRYING TO GET OUR KIDS BACK TO THEIR ATTENDANCE ZONES WITH THIS.
AND THEN OTHER CAPACITY CLARIFICATION, THIS IS NOT REALLY -- THIS IS NOT A CHANGE.
I THINK THERE IS AN EMPHASIS ON THE WORDING YOU HAVE IN THERE.
OF COURSE THE SUPERINTENDANT HAS THE DISCRETION TO EITHER INCREASE OR DECREASE THE CAPS DEPENDING ON THE UNIQUE CIRCUMSTANCES.
[00:50:02]
WE KNOW WE HAVE THE LANGUAGE AND THE BOARD PHILOSOPHY IS TO HAVE A SMALL CLASS SIZE.AND WE HAVE HAD TIMES WHERE WE EXCEEDED THE CLASS SIDE AT THE SUPERINTENDENT'S DISCRETION.
WHEN WE WENT THROUGH THE REDISTRICTING PROCESS AND WE HAD THE YEARS OF THE 4TH AND 5TH GRADERS WHO WERE BEING GIVEN EXEMPTIONS TO STAY AT THEIR SCHOOL, DURING THOSE TWO YEARS AT THE ELEMENTARY LEVEL, CAPSIZE WAS EXCEEDED BY TWO SO THAT WE COULD KEEP THOSE STUDENTS THERE AND ALSO HAVE NEW STUDENTS COME IN.
SO THAT'S JUST AN EXAMPLE OF WHEN WE EXCEEDED CLASS SIZE, AND THEN THERE IS OF COURSE REAL SPECIFIC THINGS, STUDENTS EXPERIENCING HOMELESSNESS, MILITARY, ET CETERA, WHERE THE SUPERINTENDANT HAS THE AUTHORITY TO EXCEED CLASS SIZE.
IS THERE ANY QUESTIONS ON WHAT I REVIEWED ON THOSE SLIDES? KNOWING WE ARE IN A WORK SESSION WE WILL PROVIDE YOU WITH WHAT THIS LOOKS LIKE IN DRAFT FORM FOR BOTH THE POLICY AND THE REGULATION.
>> I WILL ASK YOU TO DO SOME THINKING AT 10:45.
I WILL KEEP IT SHORT, BUT I WANT TO GET SOME JUICES FLOWING AROUND REDISTRICTING.
IF YOU ARE GOING GRADES 6 TO 8 YOU MAY NEED TO MAKE SURE YOU HAVE EXTRA CAPACITY TO DO THAT, SO THEY ARE NOT ALWAYS FULL.
IF THAT IS A PRIORITY FOR YOU THAT WOULD DRIVE WHAT YOUR ATTENDANCE NUMBERS LOOK LIKE.
YOU WANT TO CREATE A LITTLE EXTRA SPACE.
WHAT DOES THAT LOOK LIKE? WE HAVE MORE KIDS COMING IN GRADES 6 TO 8.
IT RAISES AN INTERESTING QUESTION AROUND THAT TOPIC.
THE TOPIC OF TRANSPORTATION CAME UP.
RIGHT NOW TRANSPORTATION TIMES ARE NOT A PRIORITY.
WHAT HAS HAPPENED IS YOU HAVE ALL OF THESE PRIORITIES AND YOU END UP TRANSPORTING KIDS ALL OVER THE SCHOOL SYSTEM.
THEY ARE NOT OUTSIDE PLAYING AND NOT HANGING WITH THEIR FRIENDS AND NOT IN SCHOOL.
IS THAT A GOOD EDUCATIONAL SOUND USE OF THE KIDS' TIME.
YOU START TO BALANCE THESE THINGS AND THINK ABOUT THE BIGGER PICTURE IDEAS.
THE CONVERSATION OF THE LOCATION OF THE COUNTY-WIDE PROGRAMS. THAT ALSO DRIVES YOUR REDISTRICTING.
AND WHAT THAT SORT OF LOOKS LIKE AND THE PRIORITIES.
WE WANT YOU TO BEGIN TO THINK A LITTLE BIT HERE WITHOUT LOOKING AT A CURRENT REDISTRICTING PROCESS AT ALL.
CURRENT REDISTRICTING PRIORITIES AT ALL TO BEGIN TO THINK A LITTLE ABOUT WHAT WOULD YOUR PRIORITIES BE? I WILL THROW A FEW KEY QUESTIONS OUT TO THINK ABOUT FOR A SECOND AND I WILL ASK YOU TO GO IN GROUPS OF THREE TO HAVE A CONVERSATION AROUND THIS.
JUST CHAT AND CENTER ON WHAT YOUR PRIORITIES WILL BE.
THIS WILL BE YOUR PROCESS THAT WILL EVENTUALLY LEAD TO THE POLICY.
SOME OF THE WORK WE ARE DOING PREVIOUS TO THIS IS SIMPLIFY YOUR PROGRAMMATIC CHANGES.
THERE IS A COMPLICATED PROCESS THAT MAKES THE REDISTRICTING PROJECTIONS REALLY HARD BECAUSE THERE IS SO MOVEMENT AND CHOICE.
AND THEN YOUR SCHOOL IS A LITTLE BETTER AND YOU HAVE TO HAVE THE CAPACITY TRANSITIONS WHICH WE DON'T WANT TO DO.
THAT'S THE WHOLE SIMPLIFICATION CONCEPT.
THE IDEA IS ONE OF YOUR BELIEF STATEMENTS.
THAT'S WHAT WE ARE TRYING TO GATHER UP HERE AROUND AS YOU DEVELOP THE REDISTRICTING OPTIONS.
I'LL THROW A COUPLE OF KEY QUESTIONS OUT FOR YOU TO THINK ABOUT.
IF THE PROCESS IS PERFECT, WHAT WOULD IT LOOK LIKE? HOW WOULD YOU KNOW, OH MAN, THAT WAS PERFECT? WE HAVE THE IDEAL REDISTRICTING PROCESS BECAUSE THIS IS TRUE AND THIS IS TRUE AND THIS IS TRUE.
BECAUSE THAT BEGINS TO DEFINE WHAT YOU ARE REALLY LONGING FOR AND YOUR TARGET END POINTS.
IT HELPS YOU UNDERSTAND YOUR TARGET AND YOU CAN BEGIN TO DEFINE THOSE RULES WHERE, OKAY, IT IS THIS AND THIS AND THIS.
[00:55:02]
IF IT WAS PERFECT WHAT WOULD IT LOOK LIKE? AND THERE IS THE WHOLE EQUITY QUESTION.WHO DOES IT IMPACT? WHO DOES OUR REDISTRICTING IMPACT? WHO SHOULD IT IMPACT? ARE WE IMPACTING THE KIDS AND CAUSING A NEGATIVE IMPACT ON CERTAIN POPULATIONS OF STUDENTS AS OUR REDISTRICTING PROCESS? STARTING TO THINK ABOUT THAT AS WELL.
IT IS A BIG COMPLICATED PROBLEM.
I WOULD LIKE FOR YOU TO SPEND A COUPLE MINUTES, IF YOU DON'T MIND IN SMALL GROUPS JUST HAVING A CONVERSATION AROUND THIS TO BEGIN THINGS TO FLOW A LITTLE BIT AND THEN WE WILL HAVE EACH GROUP REPORT OUT WITH A COUPLE OF KEY IDEAS YOU CAME AND TAKE NOTES ON THOSE.
WE ARE NOT FINALIZING ANYTHING TODAY.
JUST WANT TO CAPTURE IT WHILE IT IS FRESH IN YOUR MINDS FROM THE PRIOR CONVERSATION.
OKAY? I'LL GIVE YOU FIVE MINUTES AND IT IS CALLED TURN AND TALK.
SO FIVE MINUTES OF TURN AND TALK AND FIVE MINUTES TO REPORT AND THAT'S IT.
[01:02:36]
OBVIOUSLY SOME DEEP CONVERSATIONS GOING ON.
PEOPLE HAVING SOME DEEP THINKING WHICH IS GREAT, HARD TO DO THIS TIME OF NIGHT.
IT IS TO GET THE JUICES GOING.
IF THE GROUPS CAN REPORT SOME KEY IDEAS.
THIS IS NOT COMMITTING TO ANYTHING.
I AM JUST GOING TO JOT DOWN SOME NOTES AND WE WILL SEE THOSE AND REFINE THOSE AS WE GO FORWARD WITH THE POLICY.
AND THEN THE POLICY, ONCE WE SET THE POLICY, IT WILL SET YOU UP FOR THE REDISTRICTING PROCESS.
THE CORE TENANT OF THE FOUNDATION OF THE MODELS THAT THE STAFF USE WHEN THEY COME UP WITH THEIR OPTIONS.
IT HELPS TO DRIVE THAT SCENARIO.
THAT'S KIND OF WHAT WE ARE DOING.
I WILL START WITH THIS GROUP ON MY LEFT.
KEY IDEAS YOU CAME UP WITH THAT YOU THOUGHT WERE SORT OF PRIORITIES, IF IT WAS PERFECT, THAT SORT OF AN IDEA.
>> ONE OF THE THINGS IS BEING SURE OF THE OVER CROWDING IN SCHOOL.
>> I THINK WE AGREED THAT TRYING TO LIMIT SOME OF THE TRANSPORTATION IS A COMPELLING ARGUMENT AS WELL.
GETTING BACK ON TRANSPORTATION, ARE WE TALKED ABOUT AND IN THINKING ABOUT THE TRANSPORTATION WE THINK ABOUT THE EXPERIENCE.
WHAT IS THE EXPERIENCE WE WANT STUDENTS TO HAVE ON THEIR WAY TO SCHOOL.
IF THE BUSES ARE CROWDED, THAT'S NOT STARTING YOUR DAY RIGHT, GETTING ON A CROWDED BUS AND NOISY AND NOT ENOUGH SEATS.
WE ALSO -- AND SO THE TRANSPORTATION EXPERIENCE AND ALL THAT AND SETTING THE CHILD UP TO START TO HAVE A GOOD DAY.
[01:05:04]
I KNOW WE ARE TRYING TO BE PHILOSOPHICAL, BUT I JUST JUMP RIGHT TO MIDDLE SCHOOL.WE ARE TALKING ABOUT IT TONIGHT AND HOW WE WANT TO REIMAGINE MIDDLE SCHOOL AND WE HAVE ALREADY SEEN DATA FROM MONTHS AGO THAT BASICALLY SHOWED US WE HAVE A MIDDLE SCHOOL PROBLEM, EVEN JUST CAPACITY-WISE.
IF THERE NEEDS TO BE A FOCUS ON MIDDLE SCHOOL AND IF WE WANT TO TALK ABOUT IT IN TERMS OF DEALING WITH THE CAPACITY, THEN MAYBE WE DO IT THROUGH A LENS OF WHAT DO WE WANT MIDDLE SCHOOL TO BE? WHAT DO WE WANT THE MIDDLE SCHOOL EXPERIENCE TO BE IN ALEXANDRIA? THAT CAN HELP WITH DEALING WITH THE CAPACITY ISSUES.
>> I JUST CAME BACK FROM MY LITTLE SPIEL OF AND WE DECIDED IT IS MORE BELIEFS IN EQUITY, BUT BRINGING THE CITY-WIDE PROGRAMS IN THE CENTER OF THE CITY SO THAT CHILDREN ON THE, EXAMPLE, WEST SIDE OF TOWN WITH A KINDERGARTENER OR FIRST GRADE WITH A SEVERE DISABILITY TAKEN TO JEFFERSON-HOUSTON AND IT MAKES IT DIFFICULT FOR THE PARENTS TO GET THERE.
HOW DO WE CENTRALLY LOCATE OUR SPECIALIZED PROGRAMS TO NOT ONLY MEET THE NEEDS OF CHILDREN, BUT ALSO BALANCE THE SCHOOLS.
AND AS WE WERE TALKING AND USING CORA KELLY AS AN EXAMPLE, THEY HAVE TWO SPECIALIZE PROGRAMS IN THE SCHOOL, AND NOW WE ARE TALKING ABOUT OVER FLOW OF MT.
WHILE THERE MAY BE CAPACITY IN A SCHOOL LIKE THAT, THERE IS A LOT OF NEED IN A SCHOOL LIKE THAT.
WE HAVE TO TRY TO BALANCE THAT SO WE ARE NOT JUST TALKING ABOUT BODIES IN SEATS.
WHAT ARE WE PUTTING ON OUR ADMINISTRATORS AND THE TEACHERS AND THE STAFF.
HOW ARE WE MEETING THE NEEDS OF THOSE CHILDREN THAT ARE PERHAPS MORE SEVERE IN A LARGER SCHOOL.
>> I THINK I ALREADY PUT IT ON THERE.
>> OTHER THOUGHTS THAT CAME UP HERE?
>> I WILL JUST ADD THAT, YOU KNOW, I THINK WE ALL WANT THE BEST OUTCOMES FOR KIDS.
I THINK MAYBE TRYING TO BUILD CONSENSUS AROUND WHAT ARE THE INPUTS, YOU KNOW, AND I THINK THERE IS THE PRACTICAL, LIKE WE TALKED ABOUT.
THERE IS THE PRACTICAL CONSIDERATION FOR CAPACITY, BUT THEN WHAT ARE THE INPUTS AND THE BEST OUTCOMES FOR KIDS AND HOW DO WE PRIORITIZE THAT IN THE POLICY?
>> THESE ARE THE INPUTS? I'M SORRY.
THERE ARE TOO MANY POWER TOOLS?
I AM SORT OF CAPTURING -- THERE IS AN INTERESTING THEME HERE.
I AM SEEING IT AROUND SORT OF THE KIDS' EXPERIENCE.
AND THERE IS A REASON THAT WALMART GREETS PEOPLE ON THE WAY IN AND ON THE WAY OUT AS DOES HILTON.
IT IS THE BOOKENDING OF THE EXPERIENCE THAT DRIVES YOUR DAY, THE KIDS COMING TO SCHOOL AND THEN GOING HOME AFFECTS HOW YOU FEEL ABOUT HOW YOU GET TO SCHOOL AND HOW YOU GET HOME AS WELL.
YOU ARE ACKNOWLEDGING THAT IN YOUR POLICY THAT THAT'S REALLY IMPORTANT, THE EXPERIENCE OF THE WHOLE THING.
IT IS NOT JUST IN THE BUILDING.
IT IS THE FULL DAY EXPERIENCE FROM THE TIME THEY WALK OUT THEIR DOOR UNTIL THEY COME BACK.
WE ARE REALLY THINKING ABOUT IT HOLISTICALLY.
I THOUGHT IT WAS A GREAT TEAM THAT IS TEASED OUT HERE.
OBVIOUSLY YOU DON'T WANT TO -- YOU KNOW I THOUGHT RIDING THE BUS IS A GREAT IDEA AND CONSIDERING THE BUS PART OF THE EXPERIENCE.
OBVIOUSLY THE MIDDLE SCHOOL CONCEPT AND THINKING ABOUT THE MIDDLE SCHOOL AND WHAT DO WE WANT FROM MIDDLE SCHOOL AND WHAT DO WE WANT THE MIDDLE SCHOOL EXPERIENCE TO LOOK LIKE? IT IS BRANCHING THE CONCEPT OUT A LITTLE BIT AND MORE BROADLY.
WHAT DO THOSE PROGRAMS LOOK LIKE AND WHERE ARE THEY LOCATED? I THOUGHT IT WAS INTERESTING THAT THE SPECIALIZED PROGRAM IS LOCATED AT A FACILITY THAT IS ONE WHERE YOU WOULD TAKE THE TRANSFER INTO AND MAYBE THAT'S NOT HOW YOU
[01:10:06]
WANT TO DO THINGS.MAYBE YOU ARE SORT OF CAUSING YOURSELF -- YOU ARE PINNING YOURSELF IN TOO SMALL A BOX AND PUTTING THOSE INTO A LOCATION AND YOU SAY WE DON'T EXPECT THOSE TO TRANSFER BECAUSE YOU WOULDN'T TRANSFER OUT OF, SAY, THE 6-8 PROGRAM THERE BECAUSE IT IS NOT THE CLOSEST ONE.
SO MOVING THAT WARNED AND THINKING OF IT AS A PUZZLE SO YOU DON'T END UP WITH OVER CROWDING AGAIN.
YOU DON'T WANT TO OVER CROWD YOUR SCHOOLS AND THEN DO REZONING AND THEN RECROWD LATER.
YOU NEVER WANT TO HAVE CAPACITY.
PERFECT IS I NEVER HAVE TO DO A CAPACITY TRANSFER.
I WAS SORT OF -- THAT'S WHAT I'M THINKING.
I NEVER WANT TO HAVE TO DO THAT.
>> CAN I THROW SOMETHING ELSE IN THE MIX, PLEASE?
>> AND IT IS SOMETHING I OFTEN THINK ABOUT.
I DON'T QUITE KNOW HOW IT GOT THIS WAY, BUT WE DO A LOT OF DIFFERENT THINGS IN DIFFERENT SCHOOLS AT THE ELEMENTARY LEVEL.
IT SEEMS TO ME WE WOULD -- IF SOMETHING IS WORKING WELL, WE WOULD WANT TO DO -- LET'S TAKE THE DUAL-LANGUAGE PROGRAM.
WE HAVE IT ON THE WEST END AT JOHN ADAMS AND THEY HAVE THE ENGLISH SIDE OF IT.
VERNON ON THE EAST END FOR THOSE WHO DON'T WANT THE DUAL-LANGUAGE PROGRAM INSTEAD OF HAVING TO TAKE THEM OUT OF THE SCHOOL AND PUT THEM INTO ANOTHER SCHOOL.
WE LOOK AT LOUSE CROUCH AND WITH THE KNOWLEDGE THAT IF IT WORKS WELL, WHY NOT DOING IT IN ALL OF OUR ELEMENTARY SCHOOL? THIS QUESTION IS WHAT I HAVE THAT WOULD PROBABLY HELP A LOT IN THE REDISTRICTING PROCESS IF WE HAD A STANDARDIZED THIS IS WHAT HAPPENS AT THE ELEMENTARY SCHOOL LEVEL.
I AM NOT SAYING IT HAS TO BE THAT WAY.
IT IS SOMETHING THAT ALWAYS COMES TO MY MIND AS I GO AROUND TO THE DIFFERENT ELEMENTARY SCHOOLS OR WE HEAR ABOUT, OH, MY 4TH GRADER HAS DONE VERY WELL IN DUAL-LANGUAGE, BUT MY SECOND GRADER IS NOT DOING WELL.
I WANT TO MOVE BOTH MY KIDS, YOU KNOW, BECAUSE I HAVE TO GET THEM TO SCHOOL TOGETHER.
WE CAN ALLEVIATE A LOT OF PROBLEMS IF WE STANDARDIZE WHAT WE DO AT THE ELEMENTARY SCHOOL LEVEL.
>> THAT'S ON THAT TENTATIVE SIMPLIFICATION, RIGHT IT IS WOVEN THROUGHOUT THE TRANSFER.
IT IS SIMPLIFYING THE PROCESS AND I THINK THAT'S WHAT YOU ARE SAYING.
THE IMMERSION PROGRAMS ARE DIFFERENT.
WHY ARE THEY DIFFERENT? IF THEY ARE BOTH WORKING, WHY ARE THEY DIFFERENT? THAT'S THE POINT.
I APPRECIATE SOME REALLY GREAT THINKING HERE.
AND WE WILL SIT AND DEVELOP THIS AND CONTINUE TO TEASE THESE THINGS OUT AND FLUSH THESE THINGS OUT.
IF YOU CAN NOODLE ON THESE THINGS AND SOME OF THE KEY PRIORITIES AND WE WILL KEEP ASKING THE QUESTION.
THE CORE TENANTS YOU ARE THINKING OF.
THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.