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I'D LIKE TO CALL THE JOINT MEETING BETWEEN[I. 3:30 PM Call to Order, Board of Supervisors and School Board Members]
THE BOARD OF SUPERVISORS AND THE SCHOOL BOARD OF MARCH 11TH, 2025, 3:30 PM TO ORDER.DID YOU ALL NEED TO CALL THE BOARD? EXCUSE ME.
I CALLED THE SCHOOL BOARD MEETING, UM, A JOINT MEETING WITH, UM, THE SUPERVISORS TO ORDER.
CAN WE, I WANNA VERIFY WHO WAS ON.
YEAH, LET'S VERIFY WHO'S ON THE, THE, UH, REMOTE, UH, ZOOM MEETING.
SEE MR. SPOON? I ARE SAME PROCESS.
NOT SURE IF YOU GUYS CAN HEAR ME.
WHO'S THAT? OH, MICHELLE MAXWELL.
AND IS THAT SUPPOSED TO BE THE FOIA ACKNOWLEDGEMENT OF ELECTRONIC PARTICIPATION? THAT USUALLY INVOLVES A LOCATION AND OF THE REASON THAT IT'S ALLOWED, IT APPLIES TO EVERY MEETING, WHETHER IT'S A WORK SESSION OR A, JUST WANNA LET YOU KNOW THAT, THAT THAT'S WHAT FO OKAY.
SO I CAN HEAR YOU, YOU CAN HEAR ME THAT LITTLE BACK AND FORTH, RIGHT? WE CAN HEAR YOU, YOU ALL THE TWO OF YOU.
AND THE REASON FOR YOUR DOING THIS REMOTELY IS YOU ARE UNABLE TO BE HERE BECAUSE OF YOUR LOCATION.
[II. New Business]
YOU VERY MUCH FOR YOUR PARTICIPATION, EVEN THOUGH IT'S REMOTELY NOW.FIRST ORDER OF BUSINESS IS THANK YOU.
THE PRESENTATION OF THE SCHOOL.
[Schools' CIP/Budget Discussion]
MR. CHAIRMAN, WE CAN DO THIS IN ONE OF TWO WAYS.I CAN RECAP LAST WEEK'S PRESENTATION, OR I HAVE IT TO REFER TO, TO AID THE CONVERSATION BETWEEN THE BOARDS.
DOES ANYONE HAVE ANY OBJECTION TO, UH, JUST REFERRING TO LAST WEEK'S PRESENTATION AT A BOARD MEETING? UM, I'D PREFER IT THAT WAY.
WELL, IF MADAM CLERK, IF WE COULD GET IT UP ON THE SCREEN.
ME, MR. CHRISTY, YOU WOULD PREFER THAT WE GO THROUGH IT OR NOT? OH, REFERENCE.
I WAS GONNA HAVE IT UP FOR REFERENCE IN CASE YOU HAD SPECIFIC QUESTIONS.
I THINK THAT THE, IF I RECALL CORRECTLY, THE BOARD HAD REQUESTED THAT WE ADD DOLLAR AMOUNTS TO SOME OF THE UNFUNDED TIER ONE, TIER TWO INITIATIVES.
THAT MIGHT BE THE BEST PLACE TO START.
I THINK EVERYBODY HAS THIS IN PRINT.
WE'VE BEEN HAVING PROBLEMS WITH THE, THE, THESE TEAMS MEETINGS AT THE, WE REMOTELY.
WE CAN'T SEE THE AS WE MOVE FORWARD.
SO IF YOU JUST REFERENCE WHAT SLIDE NUMBER? YES, SIR.
I'M GONNA BE, I'M GONNA BE GOING TO SLIDE 25 INITIALLY.
IT'S GONNA TAKE A MINUTE TO DRIVE THROUGH THESE.
SO, SO LAST WEEK WE WERE ASKED BY, UM, A COUPLE SUPERVISORS TO PROVIDE THE TIER ONE AND TIER TWO UNFUNDED NEEDS WITH DOLLAR AMOUNTS.
UM, I'LL PREFACE THESE DOLLAR AMOUNTS AGAIN BY SAYING FOR THE BENEFIT OF OUR PUBLIC THAT THESE NUMBERS ARE NOT REFLECTED IN THE CURRENT SCHOOL BOARD BUDGET.
THESE ARE NEEDS THAT IF WE HAD ADDITIONAL DOLLARS, THESE ARE DIRECTIONS IN WHICH WE'D LIKE TO GO.
SO THE INTERVENTIONIST, I'LL START, AND I CAN'T GET THIS THING TO MOVE FOR THE PUBLIC, BUT THOSE OF US IN ATTENDANCE, WE'LL START ON PAGE, SLIDE 25.
THE $282,435 REPRESENTS SALARIES AND BENEFITS.
I DON'T, I THINK WE'D BE REMISS IT ABOUT THAT NUMBER BY THREE AND THINK THAT THAT'S WHAT WE'RE PAYING INDIVIDUAL FOLKS TO BE INTERVENTIONISTS.
THAT TAKES INTO ACCOUNT, UM, EMPLOYER CONTRIBUTIONS FOR HEALTH INSURANCE, AMONG OTHER THINGS.
VRS RETIREMENT AND SALARIES FOR THREE INDIVIDUALS.
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WE TALKED ABOUT THE NEED FOR AN ADDITIONAL FULL FTE TO SUPPORT STUDENTS WHO SPEAK ENGLISH AS A SECOND LANGUAGE.THAT FULL FTE WOULD PARALLEL ANY OTHER FULL TEACHING FTE SALARY AND BENEFITS $94,145.
AND THE WAY WE COME UP WITH THAT NUMBER IS WE BASICALLY, UH, NORM IT, I BELIEVE STEP 10, STEPHANIE, WE IDENTIFIED AT STEP 10 RECOGNIZING THAT IF WE HIRED SOMEONE WHO WAS LESS SEASONED THAN STEP 10, SOMEONE COMING IN AT ZERO TO NINE, IT WOULD COST LESS.
CONVERSELY, IF WE FOUND SOMEONE WHO WAS COMING IN AT 11 TO INFINITY, IT COULD COST MORE.
SO THOSE WERE THE TIER ONE UNFUNDED NEEDS.
AND OUR BOARD MAY HAVE DIFFERENT IDEAS ON THESE TIERS.
UM, I'M SHARING THEM AS WE'VE HAVE BEEN PRIORITIZED OVER THE WEEKS AS WE'VE BEEN DEVELOPING THE BUDGET.
A WORK-BASED LEARNING COORDINATOR, THIS WAS A POSITION THAT HAD INITIALLY BEEN NEGOTIATED AS A SPLIT POSITION BETWEEN THE OFFICE OF WORKFORCE DEVELOPMENT AND THE PUBLIC SCHOOLS.
I BELIEVE THAT THE OFFICE OF WORKFORCE DEVELOPMENT HAD BUDGETED TO COVER ABOUT 33% FOR A THIRD OF THIS POSITION.
AND THE SCHOOL DIVISION, IF RESOURCES WERE AVAILABLE TO DO SO, HAD PLANNED TO COVER THE OTHER TWO THIRDS.
UH, DUE TO BUDGET ISSUES ON THE WORKFORCE DEVELOPMENT SIDE, THEY RECANTED THE 0.3 CONTRIBUTION.
AND EVEN IF THEY HADN'T, IT WOULD'VE BEEN PUT US IN PERIL TO MAINTAIN THE 0.67 ANYWAY, SO IT DIDN'T MAKE THE BUDGET, BUT I DO IDENTIFY IT AS AN UNFUNDED NEED.
SALARY AND BENEFITS FOR THAT PERSON WOULD BE $121,231.
WE TALKED ABOUT PERCENTAGE BASED STIPENDS FOR OUR MIDDLE SCHOOL COACHES, JUST TO BRING EQUITY AND HOW WE COMPENSATE COACHES TO REFRESH EVERYONE'S MEMORY.
THE HIGH SCHOOL COACHES EARN A PERCENTAGE OF THEIR BASE SALARY AS THEIR STIPEND OR SUPPLEMENT FOR COACHING IN THE MIDDLE SCHOOLS.
SO FOR EXAMPLE, I COULD BE A 27 YEAR TEACHER AT THE MIDDLE SCHOOL LEVEL.
MY STIPEND FOR COACHING MY PARTICULAR SPORT IS ONLY GONNA BE WHAT THE DECLARED STIPEND IS.
UH, WE NEED TO ACKNOWLEDGE THAT, UH, CHARLIE BORDERS HAS JOINED THE MEETING REMOTELY.
YES, MR. VOTERS, CAN YOU HEAR US? SO I'M LATE.
YOUR LOCATION, WHAT YOUR REASON FOR NOT BEING HERE IS YOUR IT'S, IT'S, IT'S WORKING.
YOU WORKING? I'M WORKING, YES.
I WAS, UH, DOING THE SOUTH, UH, SPEEDWAY PRESS CONFERENCE.
WE'RE GLAD TO HEAR YOU FOR BENEFITS OF BEING CLEAR.
I'LL START OVER WITH PERCENTAGE BASED STIPENDS.
SO THE HIGH SCHOOL COACHES ARE IN A PERCENTAGE OF THEIR BASE SALARY.
SO THERE, THERE COULD BE VARIANCE IN THAT, DEPENDING ON WHERE THEY ARE ON THE SALARY SCALE.
IT ALSO HAS THE ABILITY TO GROW OVER TIME AS THEIR SALARY GROWS.
SO DOES THAT PERCENTAGE STIPEND FOR COACHING AND THE MIDDLE SCHOOLS, THEY GET A FLAT STIPEND, WHATEVER IT IS, WHATEVER WE DECLARED IT OR SET IT AS.
THAT'S WHAT IT IS FROM NOW UNTIL INFINITY, UNTIL WE CHANGE THE STIPENDS.
WHAT WE'D HOPE TO BE ABLE TO DO IS TO BRING SOME INTERNAL EQUITY IN HOW WE COMPENSATE OUR MIDDLE SCHOOL COACHES AND OUR HIGH SCHOOL COACHES.
AND IT WOULD COST US ABOUT $32,000 TO DO THAT.
UM, I WOULD ARGUE TODAY THAT THE TIME COMMITMENT IS ROUGHLY THE SAME.
UM, SOME MAY HOLD THE OPINION THAT THE MIDDLE SCHOOL COACHES MAY NOT BE WORKING AS LONG, BUT THE SEASONS ARE PRETTY CONSISTENT.
AND THE TIME YOU TAKE TO SPEND DEVELOPING KIDS AND SKILLS IN ATHLETICS IS THE TIME THAT IT TAKES.
IT WILL COST US $32,000 TO BRING SOME EQUITY THERE.
OUR ROBOTS PRO ROBOTICS PROGRAMS HAVE GROWN TREMENDOUSLY.
UH, SO MUCH TO THE POINT WHERE WE COULD USE AN ASSISTANT ROBOTICS COACH AT THE HIGH SCHOOL.
THAT STIPEND WOULD BE ESTIMATED TO BE A LITTLE UNDER $2,000.
AND THEN WE'VE HAD LOTS OF CONVERSATIONS ABOUT BUILDING OUR AGRICULTURE PROGRAM, EXTENDING THAT TO THE MIDDLE SCHOOL.
THAT WOULD REQUIRE AN FTE OF $94,145, THE SAME AMOUNT FOR THE ESL TEACHER.
AND THEN WE HAD SOME UNFUNDED NEEDS THAT, BECAUSE THEY'RE TIER THREE, WE TOOK CAUTION, NOT TO GIVE DOLLAR AMOUNTS FOR, BUT THEY MAY ADD FLAVOR TO OUR CONVERSATION TODAY.
A LIBRARY ASSISTANT AT THE MIDDLE SCHOOL, AN ADDITIONAL IT RT, WHICH WOULD GIVE US FIVE TOTAL FOR THE DIVISION THAT WOULD PLACE ONE AT EACH SCHOOL.
THERE'S BEEN REQUESTS FOR ADDITIONAL BAND FTES AND ADDITIONAL HALF THAT WOULD GIVE US ONE FOR THE MIDDLE AND ONE FOR THE HIGH SCHOOL.
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AND WE PROBABLY DON'T NEED TO GET INTO THE EMAIL SECURITY SERVICES.AGAIN, THAT'S A HOLDOVER FROM LAST WEEK.
BUT IT'S MY UNDERSTANDING THAT THE COUNTY HAS A SOLUTION FOR THAT, THAT THE SCHOOL DIVISION CAN BENEFIT FROM AS WELL.
SO THAT'S KIND OF WHERE WE LEFT IT LAST WEEK WITH REGARD TO QUESTIONS AROUND ADDITIONAL UNFUNDED NEEDS.
IF WE HAD LIMITED FUNDS, YOU WOULD WANT US TO GO WITH TIER ONE, UM, WHAT'S YOUR PRIORITY? THAT WOULD BE MY PRIORITY, BUT I WOULD LEAVE THAT ULTIMATE DISCRETION TO THE STUDENT TALK ABOUT IT AND THEN RIGHT ON DOWN THE LINE.
AS, AS FUNDS ARE AVAILABLE OR MADE AVAILABLE, AS DR.
KMAR SAID, THOSE ARE HIS FUND, HIS PRIORITIES, NOT NECESSARILY THE SCHOOL BOARDS.
NOW YOU ASK WHY DID WE APPROVE IT? BECAUSE WE NEEDED TO GET IT APPROVED SO THAT CONTRACTS CAN GO OUT TO THE TEACHERS.
SO THERE WAS PRESSURE TO DO THAT, BUT IT DEFINITELY NOT EXACTLY THE AIR, AIR PRIORITIES OR MINE.
SO AT THIS TIME WOULD, WOULD BE APPROPRIATE TO, WOULD IT BE WORTHY TO DISCUSS THESE AND MAYBE IF WE NEED TO REESTABLISH PRIORITIES OR, OR AT LEAST HEAR FROM EVERYONE REGARDING THEIR OKAY.
WELL, CAN I FEELING, CAN I ASK, IS IS THERE GOING TO BE MONEY FOR IT OR IS IT JUST A LESSON TIME? YOU WASTING OUR TIME? NO, I DON'T THINK SO.
MR. ALVAR, IF YOU RECALL WHEN, UH, MR. CARPENTER PRESENTED THE BUDGET ON FEBRUARY 18TH, HE DIDN'T PRESENT THE BALANCE BUDGET.
THERE WAS A LITTLE BIT OF MONEY LEFT OVER AND, UH, MS. UH, CAVE AND I HAVE BEEN GOING THROUGH THE FIGURES.
WE KNOW, UH, THE FIRE CHIEF NEEDS SOME ADDITIONAL RESOURCES.
AND WE'VE BEEN LOOKING AT SOME OF THE REQUESTS FROM THE BOARD.
WE, WE ARE GOING TO HAVE A LITTLE BIT OF MONEY LEFT.
UH, SO, SO WE DO NEED A PRIORITY BECAUSE WE CAN'T COVER, UM, WE CAN'T COVER ALL THESE.
THIS IS ALMOST A MILLION DOLLARS.
UM, WE MIGHT BE ABLE TO COVER THE FIRST SLIDE OR THE SECOND SLIDE.
UH, BUT WE CANNOT COVER THEM ALL WITH, UH, WHAT WE HAVE.
SO, BUT IT ALSO PREPARES US FOR NEXT YEAR'S BUDGET FOR WHATEVER WE CAN'T FUND WE CAN POTENTIALLY FUND NEXT YEAR.
SO, MR. CHRISTIE, ON THAT POINT, WE STILL HAVE A $270,000 HOLDOVER FROM LAST YEAR'S BUDGET WHERE WE WORKED OUT A MUTUALLY BENEFICIAL ARRANGEMENT FOR MAKING A MARKET ADJUSTMENT AND TEACHER COMPENSATION.
AND THAT REQUIRED THE SCHOOL DIVISION TO ABSORB $270,000 IN OUR TECHNOLOGY AREA THAT THE SUPERVISORS KIND OF HAD MADE A COMMITMENT TO MAKE US HOLD THIS YEAR.
SO I'M, I'M A LITTLE NERVOUS ABOUT CONTINUED DEFERRAL OF THINGS 'CAUSE IT KIND OF SNOWBALLS ON US.
SO I'LL JUST REMIND EVERYONE OF THAT 270,000 THAT'S KIND OF LINGERING FROM LAST YEAR.
UM, IF WE WANNA GO BACK INTO ANCIENT HISTORY, TWO YEARS AGO WITH THE COST OVERRUNS ON THE NEW ELEMENTARY SCHOOL, I BELIEVE THERE WERE COMMITMENTS THAT THESE CARRYOVER FUNDS WERE GOING TO BE PUT TOWARDS THOSE COST OVERRUNS ON, ON SCHOOL CONSTRUCTION.
I DON'T WANNA PUT MR. SPOON IER ON THE SPOT, BUT HE WAS ON THE BOARD AT THAT TIME.
AND, AND, UH, I I JUST WANNA MAKE SURE WE'RE NOT FORGETTING, YOU KNOW, PROMISES MADE, PROMISES KEPT THAT IF CARRYOVER MONEY IS AVAILABLE, THAT'S BEING DIRECTED WHERE IT WAS COMMITTED TO BEING DIRECTED TWO PLUS YEARS AGO, IF I MIGHT SPEAK TO THAT POINT, WE HAD, I BELIEVE $673,000 THAT I HAD REQUESTED AS TURNBACK REAPPROPRIATION FROM THE COUNTY.
COMING IN NOT KNOWING OF THAT ARRANGEMENT, I WAS MADE AWARE OF THAT ARRANGEMENT AND THEN I WITHDREW THAT REQUEST TO HAVE THAT 673 70 $8,000 REAPPROPRIATE TO REAPPROPRIATED TO THE SCHOOL DIVISION.
I TOOK GREAT CAUTION TO MAKE THE POINT THAT HAD WE HAD THOSE DOLLARS REAPPROPRIATED, WE COULD HAVE SELF-FUNDED THE MARKET ADJUSTMENT LAST YEAR.
I, I, AGAIN, I'M, I WANNA MAKE SURE MY RECALL IS ENHANCED BY THOSE WHO WERE IN THE ROOM, UH, AND HAD THOSE DISCUSSIONS.
I HAVE AN OPPORTUNITY TO MISS REMEMBER THINGS TO MY CONVENIENCE.
I ALSO, MR. CHAIRMAN, IF I MIGHT, I, I, I KNOW I'VE SPOKE WITH CHAIR MOSES ABOUT, WE
[00:15:01]
DON'T CALL 'EM WEAPON DETECTORS.UM, AND I DON'T SEE THAT ON THE LIST.
AND I START MY BUDGETING WITH SAFETY, PUBLIC SAFETY.
WELL, I DO, I APPRECIATE THAT.
IS THAT SOMETHING THAT SHOULD BE ON? THAT IS SOMETHING THAT I WOULD PUT NUMBER ONE PERSONALLY.
SO UNDERSTANDING AND ACKNOWLEDGE WE HAD PREVIOUSLY DISCUSSED PUTTING IT IN THE CAPITAL IMPROVEMENT PLAN, I BELIEVE FOR 2027, IF PRIORITIES HAVE CHANGED, THAT'S FINE.
IT'S THAT THAT'S WHERE WE HAD PREVIOUSLY DISCUSSED AND AGREED TO PLACE IT.
WE COULD TAKE A LOOK AT, MAYBE WE SHOULD ACCELERATE THAT AS PART OF THE CAPITAL IMPROVEMENT.
I, I DIDN'T, I WANTED TO, WELL, MAYBE IT'S NOT THE APPROPRIATE TIME.
IF IT GOES INTO THE CIP, IF, IF THE WEAPONS DETECTORS GO INTO THE CIP, WHEN WOULD WE GET THEM? WELL, I, I MEAN, IT WOULDN'T BE THIS SEPTEMBER.
I WOULD ARGUE WE'RE NOT GONNA BE READY BY THIS SEPTEMBER SIMPLY BECAUSE OF MAKING SURE WE ADVISE OUR COMMUNITY PARTNER WITH THEIR SHERIFF'S OFFICE, GET TRAINING FOR OUR STAFF.
LIKE I, I THINK THERE'S A LOT OF WORK FOR GO INSIDE.
I WOULD ARGUE WE'RE NOT GONNA BE READY FOR THE BEGINNING OF THIS SCHOOL YEAR.
I WOULD LIKE TO SEE US IN A POSITION TO BE READY BY THE BEGINNING OF THE FOLLOWING SCHOOL YEAR, WHICH FROM A BUDGETARY POINT OF VIEW, MS. MOSES WOULD STILL MEAN THAT WE WOULD NEED TO FUND IT IN THE UPCOMING FISCAL SO THAT WE CAN ACQUIRE, UH, THAT HARDWARE.
AND TO ANSWER YOUR QUESTION, AS FAR AS ACCELERATING THE CIP, THAT IS GOING TO BE PART OF OUR BUDGET PROCESS AS WE EVALUATE THIS.
BECAUSE WHAT I WAS GETTING READY TO SAY IS, YOU KNOW, WE'VE GOT A LITTLE BIT OF FUNDING, UH, BETWEEN WHAT'S AVAILABLE TO US AND, AND WHERE THE PRESENTED BUDGET AS IT HAS BEEN PRESENTED MM-HMM
AND SO, BUT ONE OF THE CONSIDERATIONS I PERSONALLY NEED TO TAKE INTO CONSIDER, FEEL, WE NEED TO TAKE INTO CONSIDERATION IS WE'VE GOT SOMEWHAT OF AN UNFUNDED CIP CAPITAL IMPROVEMENT PLAN.
AND SO AT SOME POINT WE, WE REALLY NEED TO START PAYING ATTENTION TO HOW WE'RE GONNA FUND THAT.
SO, YOU KNOW, WHETHER WE TAKE SOME OF THIS MONEY THAT THAT'S SURPLUS NOW AND ALLOCATE TO THAT AS WELL.
THAT'S DISCUSSION THAT WE'RE GOING TO BE HAVING, I THINK.
DON'T YOU? GREAT, MR. ALVAREZ.
SO WE CAN'T JUST KEEP KICKING THAT CAN DOWN THE ROAD BECAUSE THERE'S SOME VERY IMPORTANT THINGS IN THERE, SUCH AS WHAT WE JUST TALKED ABOUT.
SO ANYWAY, WE, WE NEED TO LOOK AT THAT.
BUT IT'S GOOD TO KNOW THAT IT'S A PRIORITY FOR YOU ALL.
WELL, I'M, I'M SPEAKING FOR MYSELF AND I MEAN, WE CERTAINLY CAN TAKE, CAN'T TAKE A VOTE HERE, BUT, UM, THE REST OF US HAVE NOT BEEN PRIVY TO ANY OF THIS.
ONLY TO KNOW THAT IT IS A ONE AND PROBABLY A NEED.
BUT WE HAVEN'T SEEN ANY, YOU KNOW, COMPANIES THAT, YOU KNOW, SELL THIS.
WE HAVEN'T COMPARED ANY PRICES.
YOU KNOW, WE'RE JUST KIND OF BOTTOM LINE HERE.
AND I'M NOT SAYING THAT I DON'T, I DISAGREE WITH THEOSIS THAT WE DON'T NEED TO TAKE SERIOUSLY.
BUT WE HAVE A BIG DRAWING BOARD RIGHT NOW TO MOVE FORWARD.
WELL, I WOULD SEE IF THAT'S SOMETHING SHOULD BE ADDED TO THE DRAWING BOARD.
AND WE, YOU KNOW, AS FAR AS THE COST OF THAT, I'VE HAD A BRIEF ENCOUNTER WITH YOU ON, ON THIS TECHNOLOGY.
IT'S AMAZING STUFF THAT'S OUT THERE.
WELL, WE HAD THE PRIVILEGE AND SEVERAL OF YOU WERE WITH US TO TOUR THE SYSTEM IN PLACE, UM, WITH LOUISA COUNTY PUBLIC SCHOOLS.
THEIR SUPERINTENDENT TOOK US THROUGH AND SHOWED US THEIR OPERATION.
AND WE LEARNED QUITE A BIT ABOUT THAT AS AN OPTION AS WELL.
SO I THINK TO MS. ROBINSON'S POINT, THERE'S, WE'RE STILL IN WHAT I WOULD CALL THE DISCOVERY PHASE.
WE KNOW IT'S SOME GOOD TECHNOLOGY OUT THERE, SOME GOOD PROGRAMS THAT'LL MAKE US FEEL COMFORTABLE.
SECURITY IS VERY IMPORTANT FOR OUR CHILDREN AND ALL OF OUR STAFF AND EVERYTHING.
UM, MR. MR. WINFIELD, WE, YES.
WE ACTUALLY HAD THE, UM, AI CAMERA FOLKS.
THEY WERE ON TAP TO PRESENT AT THE FEBRUARY SCHOOL BOARD MEETING.
WE GOT DELAYED DUE TO WEATHER.
SO THAT WAS, THEY WERE GONNA MAKE THAT PRESENTATION, THAT IMPRESSION.
AI, IT'S, IT IS AI TECHNOLOGY THAT WE COULD OUTFIT ON OUR CURRENT SURVEILLANCE EQUIPMENT.
SO IT WOULD COME AT A LITTLE BIT OF A CHEAPER COST.
SO THIS ISN'T THE DRONE? NO, NO DRONES WERE INVOLVED WITH THIS.
IS THAT, IS THAT COMPLIMENTARY TO THE METAL,
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METAL DETECTOR SYSTEM OR IS THAT KIND OF A WE WERE LOOKING AT IT IN LIEU OF OKAY.REALLY JUST AS AN OPTION TO PRESENT THE BOARD SO THAT THEY COULD MAKE A DECISION.
YEAH, I WOULD LIKE TO, I WOULD LIKE TO WAIT TILL WE HAVE THAT INFORMATION, LIKE THAT PRESENTATION THAT THEY WEREN'T ABLE TO.
UM, AND THEN I DO HAVE, UM, SOME ARTICLES THAT I'VE RESEARCHED THAT SHOW THE EFFECTIVENESS AND THE DATA, UM, BEHIND, UM, THE METAL DETECTORS.
UM, AND WHETHER THEY'RE EFFECTIVE AND WHAT MAKES THEM MORE EFFECTIVE.
UM, SO SOMETHING THAT YOU GUYS COULD TAKE A LOOK AT TOO TO WHEN YOU'RE CONSIDERING, AND I BELIEVE OUR SHERIFF'S DEPARTMENT'S GOING THROUGH EDDIE, YOU MAY KNOW SOME ENHANCED, UH, DETECTION EQUIPMENT CAMERAS AND SO FAR YOU AWARE OF WHAT THEY'RE DOING.
SAID, BUT I DUNNO THE SPECIFICS OF THAT.
SO THAT WOULD BE PART OF THE WHOLE OVERALL STUDY TO INTERFACE WITH WHATEVER WE WERE DOING.
WELL, I CAN TELL YOU THAT, THAT SHERIFF, I TALKED TO SHERIFF GREASY ABOUT THIS AND HE'S, HE'S ALL FOUR OF THE ONES THAT WE SAW AT LOUISA.
I MEAN, HE SPECIFICALLY SAID LOUISA NOT ANYTHING ELSE, BUT HE HADN'T SEEN THE OTHER YET.
MR. CHAIRMAN, DO WE HAVE A BALLPARK FIGURE, LOUISA WITH THEIR FIVE SCHOOLS AND THEY, THEY HAD A LOT OF MORE THAN I THINK WE WOULD NEED WITH 500,000 FOR THEIRS.
AND NOT ONLY IS THERE THE UPFRONT INVESTMENT IN THE TECHNOLOGY, THERE'S ONGOING STIPENDS BECAUSE YOU NEED TO TRAIN STAFF AND THEN HAVE THEM POSITIONED AT EACH OF THOSE POINTS TO BRING THE CHILDREN THROUGH.
IT WAS VERY WELL RUN AT LOUISA, BUT I DON'T WANT US TO NEGATE THE FACT THAT THERE'S A HARDWARE SOFTWARE, INITIAL IMPLEMENTATION COST AND THEN THERE'S ONGOING OVERHEAD COSTS FROM A PERSONNEL POINT OF VIEW.
YOU SAY, I THINK WE'VE ANSWERED THAT QUESTION.
I'M NOT SAYING WE DON'T DO IT, I'M JUST BRINGING FORTH THE DATA, BUT, BUT WE'RE MOVING IT UP AS FAR AS PAYING ATTENTION TO IT AND, UH, CONSIDERING AS PART OF THE CIP SO FORTH.
SO, UM, IF THAT, IF WE'RE GONNA PUSH THAT TO THE CIP, IS THIS PRIORITIZATION BACK TO BEING THE RIGHT THING TO DO? I DEFER TO THE SCHOOL BOARD.
IF NOT, WHAT ELSE IS THERE? 'CAUSE WE ARE GONNA BE WORKING ON THE BUDGET AND UH, WE DO HAVE, I BELIEVE IN THE CIP CHILLER CHILLER FOR THE HIGH SCHOOL AND MIDDLE SCHOOL.
I'M NOT SURE EVERYTHING ELSE THAT'S IN THERE NOW, BUT, UM, UM, HERE WE'RE, WE'RE HOPING THAT THE CURRENT YEAR CIP INCLUDES THE $2 MILLION FOR ARCHITECTURAL AND ENGINEERING FOR THE CAREER AND TECHNICAL EDUCATION AND ARTS ADDENDUM AT THE HIGH SCHOOL.
THAT WAS PART OF THE 2021 REFERENDUM.
UM, JUST MR. CHAIRMAN, UH, SOME OF THAT $2 MILLION WENT TO COST OVERRUN.
I MEAN THERE, THERE'S JUST, WE HAD SPEC SPECIFIED AMOUNTS FOR THE SCHOOL IN THE BOND, BUT WE WERE USE, AND I DON'T BELIEVE WE BUMPED UP A HUNDRED PERCENT TO THAT, BUT 15 MILLION BUCKS IS A LOT OF MONEY THAT WE WERE NOT ANTICIPATING WHEN WE PRESENTED THAT, UH, BOND TO THE SIMPSONS.
AND SO WHEN THEY APPROVED IT, WE WERE DOING, UH, A COURTHOUSE, A FIRE STATION, AND THE SCHOOLS.
AND SO AT SOME POINT THERE GONNA BE ANY MORE MONEY THAT HAD BEEN APPROVED BY THE CITIZENS.
AND THE JUDGE IS NOT GONNA LET US NOT DO A COURTHOUSE.
AND WE ARE CONCERNED THAT WELL OR NOT, WE HAVE ENOUGH MONEY DO THE COURTHOUSE.
THAT ACTUALLY WAS GONNA BE MY QUESTION, IS HOW THE SUPERVISORS WILL HANDLE BUILDING A NEW SHERIFF'S OFFICE WITH A $27 MILLION BUDGET.
I MEAN, THERE WILL CERTAINLY BE COST OVERRUN.
SO I'M CURIOUS AS TO HOW YOU'RE HANDLING BUILDING THE THREE PROJECTS WE'RE WORKING ALL THAT.
IT'S GOING THROUGH THE PROCESS NOW.
WE DON'T HAVE ANY REAL, IT'S A FAIR QUESTION.
MR. SPOON HOUR AU MR SPOON HOUR ONLINE.
YEAH, I WAS JUST GONNA SAY, I MEAN, SORT OF INVOLVED IN THOSE, UH, MS. ALLEN, WHAT WE DID WAS WE SAID, WE WENT TO OUR ARCHITECTS AND SAYS WE HAVE $26 MILLION BUILD A SUPPORT HOUSE FOR $26 MILLION.
NOW, THAT'S THE APPROACH WE'VE TAKEN SO FAR.
WHETHER THAT COME, WHETHER THAT WINDS UP WORKING OR NOT, IS YET TO BE SEEN.
BUT THAT'S, THAT'S SORT OF THE APPROACH.
WE TYPICALLY SAID, THIS IS HOW MUCH WE HAVE, WHAT CAN YOU BUILD US FOR THIS? UM, AGAIN, WE'RE IN THE VERY EARLY STAGES OF THAT.
BUT THAT, JUST TO ANSWER YOUR QUESTION, THAT'S SORT OF HOW WE'VE BEEN TRYING TO APPROACH IT.
SO I I APPRECIATE THAT MR. SPOON.
HOWER, I THINK ONE OF THE THINGS THAT MAY HELP THE SCHOOLS, PARTICULARLY WITH THE CTE UM, BUILDING IS CAN WE GET A FIRM NUMBER AS TO
[00:25:01]
WHAT RESOURCES REMAIN FROM THE 60 MILLION ALLOCATED TO THE SCHOOLS FROM THE REFERENDUM SO THAT WE CAN GO TO AN ARCHITECT AND GO, HEY, BUILD US A CTE BUILDING FOR X, UH, MR. CHAIRMAN, I THINK MATH IT KIND MR AU I'M SORRY, I JUST GONNA COMMENT THAT I KIND OF FEEL LIKE WE SHOULD BE ABLE TO HAVE THAT COULD BE READILY AVAILABLE.THAT WAS THE NUMBER I THOUGHT.
THAT WAS THE NUMBER I HAD IN HAND.
THAT'S THE NUMBER I HAD AS WELL.
SO YEAH, IT'S ABOUT 17 MILLION.
STILL TO, SO, SO AGAIN, WE BE, THOSE ARE BONDS THAT HAVE NOT YET BEEN ISSUED? NO, NO.
IT JUST GIVES US A BUDGET NUMBER TO HAVE CONVERSATIONS WITH ARCHITECTS AND ENGINEERS.
SO THAT BRINGS ME BACK TO THE INITIALLY WOULD BE ABOUT $2 MILLION TO ENGAGE AND, AND E FOR A PROJECT OF THIS SCOPE.
AND I'M ASSUMING THE PHYSICAL FACILITY THAT WE GET WOULD ACCUMULATE THE, THE COST OF THE BALANCE $15 MILLION, WHICH, AND WE'VE TALKED ABOUT THIS WITH THE ADDED TO THE HIGH SCHOOL, NOT AS PART OF THE ABANDONED ELEMENTARY SCHOOL'S A STRONG WORD.
I WAS PRESSURED BY THE SUPERVISORS TO TURN THAT BUILDING BACK OVER.
I DIDN'T MEAN TO SAY THAT ABANDONED, BUT YOU I DIDN'T HAVE IT.
YOU KNOW WHAT I MEAN?
UM, BUT IN OUR CONVERSATIONS, AND I DON'T WANNA DOMINATE THE DISCUSSION HERE, BUT IN OUR CONVERSATIONS, WE BELIEVE THERE'S MERIT TO KEEPING OUR CAMPUS WHOLE VERSUS PUSHING KIDS TO SATELLITE FACILITIES.
AND I THINK YOU, MY SENSE IS WE SUPPORT CTE ABS OH HUNDRED PERCENT.
ANYTHING ELSE? ANY OTHER YOU DON'T NEED TO ASK ME?
BUT THEY MIGHT TELL US SOMETHING, UH, TO READ.
AND, UM, I WAS ACTUALLY LISTENING TO THE RADIO COMING HERE, AND I BELIEVE THIS, THAT'S HIS NAME.
LARRY ARNON, I BELIEVE, WHO WAS THE PRESIDENT OF HILLSDALE COLLEGE WAS BEING INTERVIEWED.
AND HE WAS TALK, HE WAS TALKING ABOUT READING COMPREHENSION AND HOW THE BIG PART OF READING COMPREHENSION IS THE READING.
I MEAN, PEOPLE SITTING WITH A CHILD AND READING WITH THEM.
UM, I GOT EXPOSED TO DOGS, WHICH ARE DAD'S ON GROUNDS MAYBE.
BUT PARENTAL IN INVOLVEMENT, HAVE WE EXPLORED, UM, READING BUDDIES OF ANY SORT WHERE PARENTS OR VOLUNTEERS WOULD PARTICIPATE WITH KIDS AND IN THIS SENSE BECOME VOLUNTEER INTERVENTIONAL, BUT BUDGET, SIR? YEAH, THAT'S GETTING OFF.
WELL, IT, IT'S, IT'S UH, TALKING ABOUT $282,000.
SO I WANNA BE CAREFUL 'CAUSE I'M NOT THE EDUCATOR IN THE ROOM.
BUT I THINK, NO, WE'LL JUST USE AN AN EXAMPLE.
LET'S SAY ALL OF YOU KNOW HOW TO CHANGE AN ENGINE IN A CAR AND I NOW WANNA LEARN HOW TO CHANGE THE ENGINE IN THE CAR.
IF I GET INSTRUCTION FROM EACH OF YOU AT THE END OF IT, I WILL NOT KNOW HOW TO CHANGE THE ENGINE IN A CAR.
SO CONSISTENCY IN YOUR PEDAGOGICAL APPROACHES IS REALLY IMPORTANT FOR THE BENEFIT OF CHILDREN.
AND SO HAVING, I'M NOT DISMISSING THE IDEA 'CAUSE I STILL THINK THERE'S MERIT TO BRINGING MEMBERS OF OUR COMMUNITY TO READING TO, I, I LOVE GOING TO READ TO THE CHILDREN AS WELL, BUT FROM AN INSTRUCTIONAL POINT OF VIEW, WE WANNA MAKE SURE THAT THEY'RE TRAINED AND I'LL LOOK TO YOU AND YOU ON APPROPRIATE TECHNIQUES AND BECAUSE THOSE ARE THE THINGS THAT REALLY CAN MAKE A DIFFERENCE IN A CHILD'S PROGRESS.
I, I WOULD LIKE, UM, I THINK THERE'S OTHER THINGS THAT I WOULD LIKE MOVED UP TO TIER ONE.
READING INTERVENTIONIST AT THIS TIME FOR ME IS NOT A HIGH HIGHEST PRIORITY.
ARE THEY GOOD? I, AS A TEACHER, I HAVE USED READ, WE HAVE READING INTERVENTIONIST.
IT IS A DISRUPTION SOMETIMES TO THE CLASSROOM AND THE FLOW BECAUSE KIDS ARE GETTING PULLED OUT.
THERE'S A LOT GOING ON WITH THAT.
AND THERE IS, UM, RESEARCH THAT STATES HOW MUCH TIME IT TAKES TO GET KIDS BACK ON TASK WHEN THERE ARE INTERRUPTIONS.
AND IN TODAY'S CLASSROOM, THERE ARE LOTS OF INTERRUPTIONS INTO THE CLASSROOM.
UM, I WOULD SAY THE REASON MY, UM, THOUGHTS ARE TO MOVE, MOVE THIS TO A DIFFERENT TIER IS BECAUSE ALL OF OUR DATA ON HOW OUR KIDS ARE PERFORMING IN GO LINE, WE'RE TOP IN THE REGION.
SO TO ME IT'S LIKE, WHY WOULD WE, UM, ADVOCATE FOR SPENDING MONEY IF THERE IS NOT A NEED RIGHT NOW WITH
[00:30:01]
OUR STUDENTS PERFORMING REALLY WELL.UM, NOW WE HAVE A NEW CURRICULUM THAT OPEN COURT THAT WE'LL SEE TESTING DATA COME IN IN THE SPRING.
AND, UM, THEN WE CAN LOOK AT THAT.
AND THAT MIGHT BE SOMETHING I KNOW THAT, UM, MR. CHRISTIE SAID THAT WE MIGHT PUT OFF TILL NEXT YEAR.
THIS WOULD BE ONE THAT I THINK, LET'S, LET'S WAIT.
WE, WE SAID WE'RE GONNA GIVE OUR NEW CURRICULUM A YEAR TO SEE HOW IT GOES, UM, AND GET IT IMPLEMENTED.
AND THEN MAYBE LOOK AT THIS AGAIN.
I DO THINK THAT AT THE COMMUNITY TALK THAT WE HELD AS A SCHOOL SCHOOL DIVISION, WE HAD A COMMUNITY TALK OUT AT DOGTOWN ROAD.
AND UM, IT WAS MENTIONED THERE, ENGAGING THE COMMUNITY TO COME IN AND READ WITH STUDENTS.
I THINK IT'S REALLY, UM, UH, A, A GREAT IDEA.
AND THE REASON WHY I THINK IT'S A GREAT IDEA BECAUSE WE'RE TRYING TO REACH CHILDREN THAT MAY NOT HAVE THAT SUPPORT.
SOMEONE READING WITH THEM AT HOME AND READING WITH SOMEONE THAT'S NOT A FACILITATOR IS ACTUALLY GETTING TO READ FOR ENJOYMENT, READING WHAT STUDENTS ARE INTERESTED IN.
AND THAT FOSTERS A LOVE FOR, FOR READING.
SO I LIKE THE IDEA OF ENGAGING THE DIFFERENT, YOU KNOW, AVERY POINT.
WE HAVE PEOPLE THAT MAY BE WILLING TO, TO INVEST TIME IN OUR SCHOOLS, BUT NOT TO SAY THAT INTERVENTIONS AREN'T IMPORTANT.
I JUST THINK THAT'S SOMETHING WE NEED TO LOOK AT A LITTLE BIT LATER AND CUTTING YOU OFF.
I NEED ADULT SUPERVISION TO CARE.
UH, THIS IS MORE OF A STEM, IS IT NOT INTERVENTIONIST AS OPPOSED TO READING? IT IS READING INTERVENTIONIST.
THIS IS FOR, THESE WOULD BE INTERVENTIONISTS THAT EACH OF THE THREE SCHOOLS THEY COULD HELP IN A NUMBER OF WAYS, BUT WE PROPOSE THEM TO HELP US WITH NUMERACY, MATHEMATICS PROFICIENCY, NOT READING PROFICIENCY.
SO IT IS MATHEMATICS FOR SEVERAL WEEKS RUNNING.
I MISSED THAT, BUT IT ALSO COULD BE READING TOO, IF NEEDED.
I, YEAH, I THINK IT WAS FIRST PROPOSED TO US FOR, NO, THE WAY THAT IT'S BEEN PROPOSED OVER TIME IS THAT WE, WITH THE VLA IDENTIFYING MORE KIDS NEEDING TARGETED ASSISTANCE, ALL HANDS ON DECK ARE BEING ADDED TO ADDRESS THE NEEDS OF THAT VOLUME INCREASE.
I ALSO SHARED THAT WE'RE GONNA BE ADDING FOURTH AND FIFTH GRADE TO THE MIX NEXT YEAR.
SO IT STANDS THE REASON THAT THEY'RE GONNA BE EVEN A GREATER NUMBER OF KIDS NEEDING TARGETED ASSISTANCE.
THESE POSITIONS WERE ORIGINALLY PROPOSED AND STAND TODAY TO FILL IN GAPS THAT WE MAY LOSE GROUND ON IN MATHEMATICS DUE TO AN OVEREMPHASIS OR AN ADEQUATE EMPHASIS ON READING.
BUT READING COULD NOT BE INCLUDED AT ALL IN THE, I I'M NOT GONNA SAY THAT COULDN'T BE.
WE USE OUR RESOURCES AS THE NEED.
WE FOLLOW THE NEEDS, BUT THEY WERE PROPOSED TO HELP ENSURE THAT WE DON'T LOSE GROUND IN MATHEMATICS WHILE WE CONTINUE TO OFFER TARGETED ASSISTANCE TO GREATER NUMBER OF STUDENTS IN READING.
SO WE'RE DOING WELL IN BOTH AREAS.
BUT THIS IS TO, YOU'RE SAYING TO HOLD OUR GROUND? NO, WE HAVE, WE HAVE 18% OF OUR STUDENTS WHO ARE NOT MEETING PROFICIENCY IN LITERACY.
AND 17% OF OUR STUDENTS WHO ARE NOT MEETING PROFICIENCY IN MATHEMATICS.
TO ME, THAT'S, THAT'S DOING OKAY.
IT'D BE DOING WELL IF WE HAD A HUNDRED STUDENTS DOING WELL IN ENGLISH AND A HUNDRED PERCENT OF STUDENTS DOING WELL IN MATHEMATICS.
YEAH, A HUNDRED PERCENT IS ALWAYS THE NICE NUMBER TO, THAT'S THE GOAL.
THAT'S, THAT'S ALWAYS THE GOAL.
WELL TO THAT I'D SAY WHOSE KIDS? WELL, WHOSE KIDS SHOULD ACCOUNT FOR THE 17% VOLUNTEERISM.
THERE'S SOME FAMILY OWNERSHIP WITH THAT TOO.
BUT AS FAR AS VOLUNTEERISM, I KNOW ROTARY READS AND, UH, I'M IN, WE NEED TO DO MORE OF IT.
IT'S JUST DOING IT AND GETTING THERE AND IN SUCH A SHORT BLOCK OF TIME.
UM, BUT I WILL ALSO SAY THAT FOR, UH, PROBABLY THE LAST 15 YEARS THAT OUR GO TO WOMEN'S CLUB HAS GONE IN WEEKLY AND SOMETIMES BIWEEKLY TO A SCHOOL THAT CALLS AND SAYS, WE REALLY NEED A CHILD, A NEW CHILD, OR A CHILD WHO IS NOT AS PROFICIENT AS WE'D LIKE, WOULD YOU COME AND READ? AND TO ME, IN, IN BEING A, A READING SPECIALIST FOR SO MANY YEARS, ANYTIME A CHILD CAN HEAR THE WRITTEN WORD, WHETHER YOU READ IT, I READ IT.
YOU KNOW, YOU KNOW, I THINK YOU MAYBE BRING UP A GOOD POINT.
MAYBE WE NEED TO INCREASE OUR EFFORTS ON GETTING OUTSIDE OF THE COMMUNITY TO COME IN AND READ.
I DO THINK AVERY, THE AWARENESS OF THAT AND THE BENEFIT, DARE I SAY IT, BUT I'M GUILTY OF IT TOO, THE TABLETS AND THE KIDS.
[00:35:01]
BUT I MEAN, COULD A REALLY INEXPENSIVE SOLUTION TO ALL THIS BE JUST START YOUTUBE CHANNEL SOME BREEDING AND THAT CAN BE BROADCAST TO ALL THE KIDS ON TABLET.YOU MEAN READ A BOOK ONLINE, RIGHT.
HAVE AN ADULT READ A BOOK ONLINE.
YOU HAVE, WELL, I WANNA SAY OUR LIBRARIAN AT THE HIGH SCHOOL, SHE DID SOMETHING WITH A, A CLUB.
I WAS LOOKING AT SOME OF THEIR BOOKS THAT THEY'VE BEEN READING.
SHE HAS, UM, HIGH SCHOOLERS READING BOOKS, UM, ONLINE.
BUT I THINK THAT THE UM, THE VALUE OF HAVING SOMEONE SIT AND READ WITH YOU AND ENGAGE WITH YOU IS HAVING A CONNECTION THAT THEN FOSTERS THAT INTEREST AND LOVE FOR READING VERSUS YOU KIND OF TUNE OUT SOMETHING THAT'S ON DIGITAL DEVICE.
UM, I JUST WANTED TO KIND OF BRING US UP A LEVEL, YOU KNOW, THIS IS, WE FIND YOURSELF IN A UNIQUE POSITION.
THIS IS PROBABLY MY SIXTH BUDGET, AND I THINK THIS IS PROBABLY MR. AL IS LIKE 12TH OR 13TH, IF NOT MORE.
UM, BUT AGAIN, THIS IS UNIQUE IN THAT WE'VE BEEN PRESENTED A BUDGET THAT ISN'T A BALANCED BUDGET.
THAT'S THE FIRST TIME THIS HAS EVER HAPPENED.
SO I THINK IT WOULD BE HELPFUL IF WE COULD HAVE A QUICK DISCUSSION ON WHAT IS THE EXPECTATION OF BOTH BOARDS AND OUR ADMINISTRATOR AND SUPERINTENDENT.
BECAUSE, YOU KNOW, THERE'S THE APPROACH OF, HEY, WE SAY, YOU KNOW, BOARD SUPERVISORS, WE'RE, WE'RE GONNA GIVE YOU THE MONEY TO FUND THIS, THIS, AND THIS.
OR DO WE SAY HERE, OR IS THE APPROACH, HEY, HERE'S HOW MUCH MONEY WE THINK WE CAN CARVE OUT TO GIVE THE SCHOOLS AND EVERYBODY ELSE THAT HAS BEEN BEEN TRYING THAT HAS NEEDS AS WELL.
SO MAYBE MR. ALVAREZ IS YOU'RE GONNA HAVE TO PRESENT THE FINAL BUDGET.
YOU KNOW, WHAT, WHAT IS THE MOST HELPFUL, UH, TO, TO YOU TO HELP US GET TO DECISIONS ON ALL THESE NEEDS THAT ARE, ARE, ARE, THEY'RE, AGAIN, THEY'RE ALL NEEDS.
THEY'RE NOT WANTS, THEY'RE NEEDS.
AND HOW WE CAN EFFECTIVELY GET THERE.
YEAH, I'VE BEEN THROUGH A FEW OF THESE.
UM, I THINK THE WAY THE APPROACH WE, WE ALWAYS TOOK WAS WE WOULD LOOK AT THE, UH, EXPECTED REVENUES AND WE WOULD PROPOSE AN AMOUNT TO THE SCHOOL BOARD.
I THINK WE DID THAT THIS YEAR, BUT WE DID MORE OF A KIND OF KEEP IT FLAT APPROACH WITH 3% INCREASE FOR EMPLOYEES.
AND, AND THEN WE ASK, WHAT ELSE DO YOU NEED? WHAT ARE YOUR OTHER NEEDS? AND LET'S SEE IF WE CAN MAKE IT HAPPEN.
WE DID THE SAME THING TO THE COUNTY.
WE SAID WE'RE GONNA, WE'RE GONNA STAY FLAT.
SO WE HAVE, AS YOU KNOW, MR. CARPENTER LEFT SOME MONEY ON THE TABLE AND HE SAID, YOU GUYS FIGURE IT OUT WHEN, WHEN I'M GONE.
WHICH IS KIND OF APPRECIATED TO, TO A POINT.
BUT NOW WE HAVE TO BALANCE THE NEEDS OF THE COUNTY AND THE SCHOOLS.
AND WE'VE GONE THROUGH, THERE WERE A LOT OF THINGS THAT THE COUNTY DEPARTMENTS MEET IT THAT WERE NOT CONSIDERED IN HIS PROPOSAL.
UM, AND SO, UM, WE'VE HAD VERY LITTLE TIME CARLA AND I TO KINDA SIT THROUGH THE NUMBERS.
WE'VE GOT SOME IDEAS, UH, BUT WE'RE NOT THERE YET.
BUT MY APPROACH WITH YOU, THE BOARD IS AT THE NEXT TWO BY TWO PRESENT THE, THE OPTIONS.
AND THAT WILL INCLUDE THE SCHOOL OPTIONS AS WELL AS THE COUNTY OPTIONS.
AND TODAY IS REALLY MORE ABOUT HEARING WHAT THE SCHOOLS NEED.
'CAUSE THEY WON'T BE IN OUR TWO BY TWO SESSIONS.
AND THEN WE CAN TAKE THAT INTO CONSIDERATION.
YOU GUYS CAN TAKE THAT INTO CONSIDERATION.
UM, I THINK JUST A, THE KNOWLEDGE THAT I HAVE, I THINK THE REQUEST FROM THE SCHOOL BOARD FIRE AND RESCUE SHERIFFS, THE COUNTY ADMINISTRATIVE IS PROBABLY AT LEAST TWICE AS MUCH AS WE HAVE AVAILABLE FROM DOING THE MATH OF DOING THE MATH.
SO YOU COULD SEE THE TASK AT HAND FOR US TO CONSIDER EVERYONE.
I'M JUST SAYING THAT'S WHAT WE GOTTA DO.
UH, AS ASSUMING THAT THE TWO BY TWO WE'RE ABLE TO PARSE THROUGH THE SPECIFIC NUMBERS ASSOCIATED WITH THESE THREE TIERS OF, UH, NEEDS, WE CAN THEN, YOU KNOW, WE'RE, WE'RE GONNA MAKE OUR ALLOCATION, BUT THE SCHOOL BOARD AND THE ADMIN SCHOOL ADMINISTRATIONS ARE GOING TO BE, YOU KNOW, HASHING OUT THEIR FINAL PRIORITIZATION.
AND ONCE WE'VE MADE OUR ALLOCATIONS, THAT THAT
[00:40:01]
FINAL USE OF THOSE FUNDS IS UP TO YOU ALL.I MEAN, WE, WE HAVE AN, I WE'RE CERTAINLY GONNA HAVE AN IDEA OF WHERE WE WANT THOSE FUNDS TO GO, BUT THAT, THAT DOES FALL ON THE ADDITIONAL WORK OF THE SCHOOL BOARD.
WE ARE NOT HERE TO MAKE
BUT, UM, YOU KNOW, WE, WE UNDERSTAND THAT THERE IS STILL GONNA BE PRIORITIZATION THAT IS GOING TO TAKE PLACE AND, UM, WITHOUT US IN THE ROOM AS WELL.
SO, UM, YOU KNOW, I I, I HAVE, I THINK THIS MEETING IS GREAT TO, FOR US TO HAVE AN UNDERSTANDING OF EACH OF THESE LINE ITEMS AND, UH, ARE EACH OF THESE BULLET POINTS AND GO FROM THERE IS, ARE THERE ANY SLIDES BEYOND THIS DEVELOPING NEEDS ONE? I WANNA MAKE SURE WE, HE HASN'T SEEN, UM, THE, YOUR VERBIAGE ASSOCIATED WITH ALL THESE.
CAN CAN WE GO BACK TO THE PREVIOUS SLIDES? BECAUSE HE HASN'T SEEN, UM, THE ONES WE'RE TALKING ABOUT.
UH, SO THIS IS WHERE WE STARTED.
I BELIEVE, I BELIEVE YOU WERE ON THERE.
WERE YOU NOT? I DON'T THINK SO.
I DIDN'T GET ON UNTIL THE SECOND SLIDE, BUT YES, NOW I'M SEEING IT.
UM, SO, SO WE ASKED ABOUT THE PRIORITIZATION AND THE SCHOOL BOARD HAS SOME DIFFERENCES OF OPINION, BUT TO YOUR POINT, IT'S SOMETHING THAT WE, WE TAKE THIS AND WE CONSIDER HOW MUCH WE CAN GIVE THEM AND THEN THEY, THEY CAN, BECAUSE THIS IS MORE CATEGORICAL.
IT'S NOT, WE'RE NOT DICTATING WHAT THEY SHOULD DO WITH IT.
BUT, UM, JUST KEEP IN MIND THAT THE CAPITAL IMPROVEMENT PLAN IS IMPORTANT FOR US.
AND, AND YOU ALL BENEFIT, YOU KNOW, I JUST WANNA CALL OUT THAT EACH TIME WE ADD PERSONNEL, THAT'S THE ONGOING, RIGHT? RIGHT.
I ASKED ABOUT THAT
CAN WE AFFORD THIS IN THE FUTURE? RIGHT.
SO I, I HAD SOME QUESTIONS EARLIER THAT I THINK CARLA GOT ANSWER TO ABOUT SCHOOL BUSES.
SO YOU HAD SOME SCHOOL BUSES IN THIS YEAR'S BUDGET, IS THAT CORRECT? WE HAVE TWO IN OUR OPERATING BUDGET.
HAVE THEY BEEN ORDERED OR WE JUST PAID FOR THEM.
OH, YOU MEAN IN FISCAL YEAR 25? YEAH.
UM, WE, BECAUSE THEY WERE PAID WITH PROFFERS, UH, THEY WERE ORDERED EARLY.
IN THE, UH, YEAR AND THEY HAVE BEEN PAID FOR.
AND THEN ONE HAS BEEN PAID FOR OUT OF THE CIP AND YOU HAVE TWO MORE IN THIS YEAR'S BUDGET.
FISCAL YEAR 26 HAS TWO IN THE OPERATING BUDGET.
WE TOOK ONE OUT BECAUSE WE WERE SHORT THAT $270,000.
AND YOU'RE REQUESTING IF WE CAN THROUGHOUT ANOTHER, UM, WE HAD SAID THAT MIGHT BE SOMETHING WE COULD FUND WITH END OF YEAR MONEY.
UM, BUT IF WE WERE TO GET SOME MORE MONEY FROM THE COUNTY, THAT WOULD BE PRIORITIZED WITH SOME OF THESE OTHER THINGS AS WELL.
AND AS WE THINK ABOUT CIP 'CAUSE MR. WINFREY, I AGREE WITH YOU, WE HAVE, I MEAN THE LAST TIME I LOOKED AT THE 25 YEAR SPREADSHEET WE'RE LIKE A HALF A BILLION DOLLARS BEHIND.
UM, WE'RE ABOUT A DOZEN SCHOOL BUSES BEHIND BECAUSE WE DEFERRED OUR REPLACEMENT SCHEDULE IN FAVOR OF OTHER PRIORITIES.
SO I KNOW WHEN YOU HEAR WE'VE ORDERED TWO AND THERE'S, YOU KNOW, BUT IT SOUNDS LIKE, OH, EVERYTHING'S GREAT.
BUT WE STILL ARE TRYING TO PLAY A CATCH UP GAME WITH THOSE RESOURCES AS WELL.
THAT'S THE POINT I'M TRYING TO MAKE.
WELL HOLE, KEEP DIGGING DEEPER THING TO DO TO STOP DIGGING.
BUT ARE WE NOT JUST CONTINUALLY BAND-AIDING EVERYTHING, YOU KNOW, PIPES, YOU DON'T THINK WE ARE, WE JUST DON'T DO SCHOOL.
THAT IS THE FIRST SCHOOL THAT'S BEEN BUILT IN THIS COUNTY IN MORE THAN 20 YEARS.
IN THE FIRST ELEMENTARY SCHOOL IN MORE THAN 57.
SO IT WAS LONG PAST TIME TO BUILD AN ELEMENTARY SCHOOL FOR THIS COUNTY.
BUT WE ARE NOT CONSTANTLY BAND-AIDING, I DON'T BELIEVE.
I DON'T DO IT THAT WAY EITHER BECAUSE WE ARE FUNDING THE SCHOOLS.
I MEAN THE CIP IS WHERE WE HAVE PAIN.
BECAUSE WE GOT TWO MORE ELEMENTARY SCHOOLS THAT ARE PRETTY QUICK TURN.
AND I WORRY ABOUT THE FISCAL IMPACT OF THOSE INVESTMENTS.
UM, WE'VE TAKEN SOME OF THE PRESSURE OFF OF THE STUDENT POPULATION AT BIRD AND RANDOLPH, BUT THE INFRASTRUCTURE IS STILL
[00:45:01]
QUICKLY AGING OUT.CAN I GO BACK TO THE SCHOOL BUS TOWN? MS. ALLEN? YES.
SO MS. ALLEN, IF I HEARD YOU CORRECTLY, YOU SAID THAT WE ARE, WE, WE WE'VE FALLEN BEHIND ON THE BUS SCHEDULE.
I'D LIKE TO, TO SEE THAT BECAUSE I FEEL LIKE YES, I THINK IT WAS LAST YEAR OR THE YEAR BEFORE, WE DIDN'T THINK WE WERE GONNA GET BUSES.
AND THEN WE WOUND UP GETTING TWO IN THE BUDGET, WHICH I THOUGHT KEPT US ON SCHEDULE ON TOP OF THE THREE ELECTRIC BUSES THAT WE ARE SUPPOSED TO BE GETTING OR GOT.
SO MS. WEISS CAN KEEP ME STRAIGHT.
UM, THE STATE SAYS THAT A BUS OF A CERTAIN AGE AND MILEAGE SHOULD BE REPLACED.
THE PROBLEM IS THE STATE DOESN'T FUND THAT, WHICH WE ALL UNDERSTAND.
UM, THE LAST TIME WE LOOKED AT IT, AND MS. WEISS, KEEP ME HONEST, I BELIEVE WE WERE A DOZEN BUSES BEHIND OUR EXPECTED REPLACEMENT SCHEDULE BASED ON THE AGE OF THE FLEET.
I, I'D HAVE TO PULL UP THAT'S, THAT, THAT, THAT'S THE FIRST TIME I'VE EVER HEARD THAT IN, IN SIX YEARS.
'CAUSE IT MUST HAVE BEEN KEPT FROM US.
MS. ALLEN, IS THAT A, IS THAT A RECOMMENDATION OR IS THAT A, LIKE A MANDATE REQUIREMENT? IS A MANDATE A REQUIREMENT OR A RECOMMENDATION? RECOMMENDATION? IT'S NOT A MANDATE.
RIGHT? IT IS IN VIRGINIA CODE.
IT HAS BEEN PRESENTED WITH OUR CAPITAL IMPROVEMENT PLAN AT EVERY SCHOOL BOARD BUDGET MEETING IN DECEMBER FOR THE LAST, I'D SAY FIVE TO SIX YEARS THAT THAT SCHEDULE OF REPLACEMENT IS BEHIND.
UM, SO IT HASN'T BEEN KEPT, UM, UNDER WRAPS.
IT HAS BEEN PUBLICLY TALKED ABOUT MANY TIMES.
SO WHAT IS THE LIFE OF A BUS? BECAUSE IT'S MILEAGE AND OR YEARS 250,000 IS WHAT I IT CAN GO UP TO 200 OR 15 YEARS.
SO WE HAVE 12 BUSES THAT ARE MORE THAN 15 YEARS, 15 YEARS OLD OR 250,000.
HOW MANY THAT WOULD BE A QUESTION FOR MS. HOLMAN.
I DON'T HOW MANY ON THE FLEET? NO, HOW MANY ARE BOTH 250,000 MILES AND OLDER THAN 15 YEARS? A DOUBLE WINTER, IF YOU WILL.
OUR TRANSPORTATION DEPARTMENT DOES A REALLY GREAT JOB KEEPING THOSE BUSES GOING.
AND KIND OF LIKE FIRETRUCK, THE PRICE OF ACQUISITION IS EVER INCREASING.
I THOUGHT FIRETRUCKS WERE GOING DOWN.
OH, ARE THEY NOT SURPRISING? IT'S GOING DOWN FOR MAINTENANCE, SIR.
UM, BUT AS IT RELATES TO PROFICIENCY, I TEND TO SIDE ON THE A HUNDRED PERCENT AS ALWAYS BEING A GOAL.
UM, BARRING VERY EXTREME CASES, UM, JUST BECAUSE READING TO A LEVEL OF PROFICIENCY AND MATHEMATICS TO A LEVEL OF PROFICIENCY IN MANY WAY, IN MY OPINION, SHOULD BE A REQUIREMENT FOR ADVANCEMENT.
AND, UM, SO I JUST WANTED TO, WHILE, WHILE WE DO HAVE THIS, UM, AUDIENCE OF BOTH THE SCHOOL BOARD AND BOARD OF SUPERVISORS, I'M CURIOUS TO GET ANY, UM, THOUGHTS TO THE CONTRARY IF THERE ARE, IF THEY DO EXIST AND ARGUE WITH THAT THIS MR. BOERS.
I, I WOULD A HUNDRED PERCENT AGREE WITH THAT STATEMENT.
THE GOAL SHOULD BE A HUNDRED PERCENT.
UM, IT, IT, IT IS LIKE GOING THROUGH BASIC TRAINING.
THEY DON'T, UH, WANT YOU PARTIALLY TRAINED WHEN YOU, UH, ARE ARE GRADUATED.
THEY WANT YOU A HUNDRED PERCENT TRAINED.
AND I WOULD LIKE TO THINK OUR STUDENTS WOULD HAVE A HUNDRED PERCENT READING AND MATHEMATICS, UH, ABILITY.
SO I'M, I'M, UH, I'M RIGHT WITH YOU THERE, MR. POTTERS.
I MEAN, AND, AND JUST TO LOOK AT THIS FROM A DOLLARS AND CENTS STANDPOINT, A CHILD LAGGING BEHIND IN THE SECOND THROUGH FIFTH GRADE IS GOING TO BE,
[00:50:01]
FOR LACK OF A BETTER TERM, A PROBLEM FOR THE REMAINDER OF THEIR ACADEMIC CAREER.NOT IN ANY GIVEN ONE YEAR, BUT WE'RE GONNA SEE THE NEGATIVE EFFECTS OF THAT LACK OF PROFICIENCY TRAILING THEM LIKE THE LEAD WEIGHT.
UM, SO THE, YOU KNOW, I LOOK AT FROM A INSTRUCTOR PRIORITIZATION LEVEL, I LOOK AT THAT AND PUT THAT VERY HIGH ON THE LIST.
UM, I'M NOT OUT ON THE SCHOOL BOARD.
I UNDERSTAND THAT Y'ALL ARE IN THE WEEDS MUCH MORE THAN I AM.
BUT, UM, I, FROM, IF I LOOK AT IT FROM A FINANCIAL STANDPOINT, I DO FEEL THAT THAT ONGOING BURDEN TO OUR SYSTEM OF SOMEBODY WHO, WHERE WE HAVE NOT REMEDIED THAT BY, BY THE FIFTH GRADE, THAT ONGOING BURDEN IS SIGNIFICANT TO ME.
THAT'S WHY IT IS CRUCIAL THAT WE KEEP LOW CLASS SIZES.
THAT'S WHY I TAUGHT GOOSE AND NON SHORT, IT WAS JUST AMAZING.
UM, ON THE LIST, THE, UH, ENG ENGLISH SECOND LANGUAGE TEACHER IS, IS NUMBER TWO.
AND IS THAT A MANDATED, UH, FUNCTION THAT THE STATE HAS SAID WE MUST DO THAT TO THIS POINT? THE POSITION IS NOT AN SOQ POSITION.
WE ANTICIPATE THAT MAY BE AND, AND, AND THAT NOT IN, IN THIS FISCAL, THIS COMING FISCAL YEAR FOR THIS COMING FISCAL YEAR.
SO Q MEANS STANDARDS OF QUALITY.
SO, SO THE, THE, THE STATE WITH THEIR FUNDING, THEY'RE ONLY GONNA FUND POSITIONS THAT THEY DESIGNATE TO BE POSITIONS THAT MEET THE THRESHOLD OF THE STANDARDS OF QUALITY.
NOW, IF WE OPERATED OR ATTEMPTED TO OPERATE SOLELY ON THOSE POSITIONS, SOMEBODY PROBABLY COME AND SHUT US DOWN BY THE END OF THE WEEK.
IT'S INADEQUATE FOR GLIN, IT'S INADEQUATE FOR EVERYBODY ACROSS THE STATE.
THAT'S WHY EVERYBODY OPERATES IN EXCESS OF STANDARD OF THOSE SOQ POSITIONS.
SO TO ANSWER YOUR QUESTION, IS IT A MANDATE TODAY? RIGHT NOW? NO.
IF IT BECOMES AN SOQ POSITION, IT'S A POSITION THAT WE'RE GONNA HAVE TO ADDRESS AND WE DO WELL TO BE PREPARED FOR THAT.
I NEEDED THE CHIEF TO BE HERE WHEN I TALKED ABOUT THE FIRE PANEL AT THE HIGH SCHOOL.
UH, MR. CHAIRMAN, ONE OTHER QUESTION.
UM, YOU KNOW, THE BOARD WAS WELL INTENTIONED AND I'M NOT TRYING TO RETHINK A DECISION WE MADE WITH THE UCHIN EDUCATION FOUNDATION, BUT WE COMMITTED $300,000 OVER THREE YEARS TO HELP THEM WITH AN AFTERSCHOOL READING COMPREHENSION PROGRAM.
AND, UH, I I HEARD A SIDEBAR COMMENT.
GEE, I HOPE THAT FUNDING OF THE FOUNDATION DOESN'T IMPACT THE SCHOOL'S BUDGET.
AND I'M NOT SURE IF THAT'S WHERE WE ARE TODAY OR NOT, BUT, WELL, OH, I SAID THAT PUBLICLY DURING THE, THE MEETING.
WELL, I HADN'T FINISHED MR. CHAIR.
SO IS THERE AN OPPORTUNITY THAT THOSE A HUNDRED DOLLARS A WEEK ENROLLMENT TUITIONS COULD BE FUNDED SO THAT THOSE CHILDREN HAVE NEED FOR READING COMPREHENSION? 'CAUSE I BELIEVE THE FOCUS IS READING COMPREHENSION COULD BE PAID FOR, UM, WITH MONIES THAT WOULD PERHAPS BE LESS THAN 282,000.
BUT OUR HIGHEST RISK STUDENTS WOULD BE GIVEN THAT READING COMPREHENSION ATTENTION AFTER SCHOOL.
AND I UNDERSTAND IT'S VOLUNTARY, IT CAN'T BE REQUIRED, NOT PART OF THE SCHOOL DAY, BUT IT PERHAPS MINIMIZE INTERRUPTIONS IN THE CLASSROOM.
AND ONCE AGAIN, I AM THE A HUNDRED PERCENT READING COMPREHENSION LEVEL.
SO IF IF I DON'T ASK THE QUESTION HERE, THEN I PROBABLY WON'T ASK IT LATER.
SO IT'S BEEN, NOT ONLY IS IT VOLUNTARY, IT COMES AT A COST.
SO IN ORDER TO GO, YOU HAVE TO PAY, I THINK THE $105 A WEEK HAS BEEN PROPOSED AS A COST.
I WOULD ARGUE QUITE SUCCESSFULLY THAT OUR KIDS WHO ARE HAVE THE LOWEST READING PROFICIENCY COME FROM THE HOMES THAT ARE MOST ECONOMICALLY CHALLENGED.
NOW, I'M NO MATHEMATICIAN THAT MATH DOESN'T MATH TO ME.
YOU'RE PROFICIENT, YOU'RE PROFICIENT.
SO WHAT WE ARE, WHAT WE WOULD IN ESSENCE BE DOING UNDER THAT MODEL IS SETTING UP A SCENARIO WHERE WE WOULD EXPECT FAMILIES TO ENROLL THEIR KIDS IN THIS AFTERSCHOOL PROGRAM, RATHER THEY NEED THE AFTERSCHOOL CARE OR NOT.
THEN BE ABLE TO AFFORD THE $420
[00:55:01]
A MONTH THAT IT COSTS TO BE THERE WHEN ALL THE DATA SUGGESTS THAT THE KIDS WHO ARE READING OFF GRADE LEVEL AND HEARING THAT 18% THAT WE TALKED ABOUT ALSO HAVE ECONOMIC CHALLENGES.MY MY GOAL IS TO FIND A SOLUTION.
I JUST WANTED TO SAY THAT AS BACK, THE ONES THAT ARE, UM, THE MOST, THAT SHOW THE MOST NEED, THAT HAVE THE LOWEST SCORES, IT'S, IT'S NOT THAT WE DON'T HAVE PEOPLE THAT ARE SUPPORTING THOSE STUDENTS ALREADY.
WE'RE ADDING POSITIONS TO, UM, TO BE ABLE TO REACH HIGHER.
I THINK LIKE AT, FOR INSTANCE, AT MY SCHOOL, WE HAVE, WE HAVE THE LOWEST WE, WE DO, LIKE WE TAKE THEIR SCORES AND WE HELP THE ONES, AND THEN IF SOME AGE OUT OR THEY, THEY GET IT AND THEN WE CAN REPLACE 'EM WITH OTHERS THAT ARE, UM, BY THE, BY THEIR SCORES TO, TO MEET MORE.
SO I, I JUST DON'T WANT IT ANYONE TO THINK THAT WE'RE NOT MEETING THE NEEDS OF THE STUDENTS.
WE HAVE, UM, STAFF THAT ARE HELPING IN THAT AREA, INTERVENTIONISTS AND READING SPECIALISTS.
WE JUST WOULD LIKE TO ADD THREE ADDITIONAL ONES.
SO I DON'T WANT IT TO SEEM LIKE ANYONE'S BEING MISSED.
18% OF STUDENTS ARE BEING MISSED.
THEY ARE CHEAP, RESPECTFUL TO MR. LY.
OH, SORRY ANGELA, TO MR. LYLE'S COMMENT THOUGH, MEETING THEIR NEEDS.
THEY, THEY SHOULD BE MEETING, THEY SHOULD BE SEEING INTERVENTIONS.
THOSE, BUT THAT'S WHAT I'M SAYING.
IF WE HAVE 18% OF STUDENTS THAT ARE NOT PROFICIENT, THEN THE MISS IN WHATEVER COMBINATION OF RESOURCES EXIST, WHETHER THAT'S AT HOME, WHETHER THAT'S WITH AN INTERVENTIONIST, WHETHER THAT'S WITH SUPPLEMENTAL SERVICES, WHATEVER IT IS, WE HAVE MISSED MEETING THE NEEDS, MEETING 18% OF STUDENTS WHERE THEY ARE TO BRING THEM TO PROFICIENCY.
AND I I GUYS, I YELL IT FROM THE MOUNTAINTOPS ABOUT HOW GREAT GOOCHLAND COUNTY PUBLIC SCHOOLS ARE.
JUST BECAUSE WE'RE BETTER THAN THE NEXT GUY DOESN'T MEAN THAT WE'RE THAT GREAT.
WE ABSOLUTELY COULD BE DOING BETTER ITERATE TO.
SO JUST BE CAREFUL WHO YOU COMPARE YOURSELF TO.
SO MR. VA COMMENT, MR. VA HAD A COMMENT.
I JUST SAY I GOING ON GOING WITH WHAT MR. LYLE WAS SAYING THOUGH, IS THERE A WAY I I I SEE YOUR POINT A HUNDRED PERCENT MR. DR.
AFTER SCHOOL PROGRAMMING, THE WAY WE'VE HAD IT SET UP, YOU'RE, YOU'RE ALMOST, YOU'RE HIGHLY UNLIKELY NOT TO GET YOUR, UM, MOST UNDER PRIVILEGED POPULATIONS SELECTING INTO THAT.
THERE'S A SELF-SELECTION ISSUE THERE.
HOWEVER, IF WE NOTE THAT A CHILD IS NOT MEETING PROFICIENCY, CAN WE STEER THEM? I MEAN, TO WHAT EXTENT CAN WE STEER THEM INTO AFTER SCHOOL PROGRAMMING? BECAUSE WHEN I DO LOOK AT ALMOST $300,000 VERSUS $400 A MONTH, THERE ARE A LOT OF CHILDREN WE COULD BE MEETING AT $400 A MONTH THAT, YOU KNOW, LET'S SAY WE GET TO $150,000 AND SPENDING ON THAT, THAT IS AFTER SCHOOL.
THAT IS FRANKLY PROBABLY TIME THAT OUR MOST UNDERPRIVILEGED CHILDREN ARE NOT, UM, USING THE, THAT TIME EFFECTIVELY.
UM, AND, YOU KNOW, AND NOT HAVING ADULT SUPERVISION AND TRY IT WITH THAT, UH, PATH AS OPPOSED TO IMMEDIATELY GOING WITH THE INTERVENTIONIST, BECAUSE I DO, I DO THINK OUR UNDERPRIVILEGED POPULATION COULD BE INCREDIBLY, OH, UNDERPRIVILEGED AND NOT MEETING PROFICIENCY POPULATION COULD BENEFIT THE MOST FROM THE AFTER SCHOOL ELEMENTS.
UM, I DON'T KNOW WHAT THE THOUGHTS, YOUR THOUGHTS ARE ON THAT DR.
UM, THOUGHT NUMBER ONE, THAT'S OPERATING UNDER THE ASSUMPTION THAT WE HAVE SKILLED FOLKS DOING THE TUTORING IN AN AFTERSCHOOL PROGRAM.
WE'VE HAD THE THOUGHT OF MAYBE HAVING VOLUNTEERS HELP FILL READING GAPS.
I'M WILLING TO VENTURE THAT NONE OF US WOULD WANT TO TAKE A FLIGHT WITH A VOLUNTEER PILOT OR GET ON AN OPERATING TABLE FOR A VOLUNTEER SURGEON.
THIS IS A, THIS, THIS REQUIRES SKILL.
THAT'S WHY PEOPLE STUDY TO DO IT.
IF ANYBODY COULD WALK OFF THE STREET IN ADVANCE LITERACY, I'D ARGUE WE'D HAVE FAR LESS ILLITERACY THAN WE CURRENTLY DO.
[01:00:01]
THE SECOND POINT IS, IF WE MANDATED OR OBLIGATED A KID TO DO THE PROGRAM AFTER SCHOOL, AND THE PROGRAM COMES AT A COST AND THE FAMILY CAN'T AFFORD IT, THEN WE HAVE TO BE WILLING TO FIGURE OUT A WAY TO FINANCE THE COST, WHICH BRINGS US RIGHT BACK.AND THEN I THINK THE BIGGEST POINT, WELL, I JUST SAY, I SAID TWO AND THERE'S A BIGGER ONE HERE.
THAT'S WHY I WAS VERY CAREFUL TO CAUTION US AGAINST MARRYING THAT ARRANGEMENT WITH THE GLAND EDUCATION FOUNDATION TO ANY CONVERSATIONS THAT WE MIGHT HAVE AROUND BUDGET.
BECAUSE I KNEW THAT THE ROAD WOULD LEAD HERE TO THIS IMPASSE WITH TEACHERS.
NOT ALSO, IF YOU HAVE A CHILD THAT YOU WANT IN THAT PROGRAM, THEN YOU'RE GONNA HAVE TO HAVE HIS OR HER TEACHER IDENTIFY WHAT THE NEEDS ARE SO THAT HE IS BEING REMEDIATED IN THAT SPECIFIC AREA OR AREAS THAT HE IS NOT PROFICIENT.
SO RIGHT BACK TO THE SCHOOL TEACHER.
IT'S, IT'S RIGHT, IT'S RIGHT BACK TO THE MOST LOGICAL WAY TO TOUCH THE MOST KIDS.
I KEEP BRINGING A VERY GOOD POINT.
WELL, NOT TO, NOT TO PUT DOWN PEOPLE VOLUNTEERING TO READ WITH A CHILD, BECAUSE RESEARCH SHOWS KIDS THAT HAVE THE MOST SUCCESS IN SCHOOL IS BECAUSE THEY'VE BEEN READ TO AT HOME BY THEIR PARENTS.
YOU STILL WANT THE ROTARY TO COME IN, I GUESS
I, I THINK YI THINK THEY KNOW THAT WAS MY INTENTION.
UM, NO, I'VE BEEN FACE, BUT, UM, IT WAS MY UNDERSTANDING IN THIS PROGRAM WE'RE BRINGING UP HERE IS THAT WE WERE GOING TO MAKE REVISIONS FOR PEOPLE WHO COULDN'T AFFORD IT SOMEHOW AS PART OF THAT PROGRAM THROUGH ALLOW FOR SCHOLARSHIPS OR ASSISTANCE.
BECAUSE BY NO MEANS IS IT A SUBSTITUTE FOR PROFESSIONALS.
NO, I JUST WANNA BE REALLY CAREFUL.
THE SCHOOL BOARD DOES NOT OVERSEE GEF, SO I WANNA BE, WE DON'T HAVE ANY DIRECTION OF HOW THEY SPEND THEIR MONEY OR HOW THEY STRUCTURE THEIR PROGRAMS. WE PARTNER WITH THEM, BUT WE DO NOT DIRECT THEM.
I THOUGHT THAT THE GEF WAS TEACHERS TEACHING AT THE Y OR, OR THROUGH THE Y BUT, BUT TEACHING AT THE SCHOOLS, TEACHERS CANNOT.
SO, SO THEY ARE, THE TEACHERS, TEACHERS MAY APPLY IF THEY SO DESIRE TO DO SO, BUT THEY'RE, THEY'RE ALSO OPENING THIS UP TO, SHE'S OPENING THIS UP TO ALL TYPES OF FOLKS TO APPLY AND, AND QUITE POSSIBLY RIGHTFULLY SO.
IF SHE WANTS TO STAFF AT THE LEVEL SHE WANTS TO STAFF AT, THE TEACHERS ARE WELCOME TO APPLY.
UM, AND THE SCHOOL HAS NO SAY ABOUT THIS? NO, NO.
THIS WAS, THEY'RE INDEPENDENT ENTITIES.
THE BOARD HAS NO OVERSIGHT THE OTHER QUESTION I HAVE IS INTERVENTION OPERATION.
WITH INTERVENTION WITH INTERVENTIONISTS.
THEY'RE, THEY'RE WORKING THROUGH, IF THEY'RE WORKING DURING THE SCHOOL DAY.
THEY'RE
IF THERE'S A CHILD WHO HAS A PROBLEM WITH, LET'S SAY MATH, YOU PULL 'EM OUTTA SCHOOL OR OUT OF, OUT OF THEIR CLASSROOM AND TAKE 'EM TO THE INTERVENTIONISTS, THAT'S ONE MODEL.
BUT WHAT HAPPENS TO THEM LEARNING THE MATERIAL THAT WOULD'VE BEEN TAUGHT WHEN THEY WERE IN THERE? WELL, MATHEMATICS IS SEQUENTIAL.
ONE SCHOOL OF THOUGHT IS IF YOU HAVEN'T LEARNED BASIC MULTIPLICATION, YOU CAN'T ADVANCE TO ALGEBRA.
SO IF EVERYBODY ELSE IS MOVING TO ALGEBRA AND YOU DON'T HAVE THE BASIC SKILLS TO DO THAT, YOU'RE NOT GAINING ANYWAY.
SMART MONEY IS TO TRY TO BUILD THE SKILLS IN WHICH YOU'RE DEFICIENT SO THAT YOU HAVE A BETTER CHANCE AT GAINING THE SUBSEQUENT SKILLS.
BUT WHEN WOULD YOU DO THAT, WHERE YOU DON'T MISS THE NEXT STUFF? WELL, WE ALWAYS ASSUME THAT IT MEANS GOING IN AND PULLING KIDS OUT AND CAUSING DISRUPTIONS AND ALL THAT GOOD STUFF.
SOMETIMES INTERVENTION CAN ACTUALLY PUSH IN.
AND SOMETIMES IF YOU'RE DOING IT REALLY, REALLY WELL, YOU CAN ADVANCE KIDS WHO MAY NOT NECESSARILY NEED THE INTERVENTION.
IF YOU'RE DOING IT THE WAY IT COULD BE DONE, I CAN, I CAN SAY THAT I, UH, HAD TO DO THE SECOND GRADE OVER.
I GUESS I WAS, UH, ASSIGNED TO AN INTERVENTIONIST AND I WAS PULLED COMPLETELY OUTTA MY CLASSROOM.
WE PLAYED STUPID LITTLE GAMES WITHOUT EDUCATIONAL MM-HMM
AND COMPLETE LIKE THAT WHOLE YEAR.
THE WHOLE FIELD HAS MOVED MORE INTO A, YOU KNOW, THAT WAS MORE OF A SELF-CONTAINED MODEL.
WE'VE MOVED IN MORE INTO AN INCLUSIVE ENVIRONMENT MODEL.
IT'S NOT DONE THAT WAY IN MOST INSTANCES NOW.
AND THAT'S NOT TO SAY THERE WON'T EVER BE A SCENARIO WHERE YOU WON'T SEE AN INTERVENTIONIST OR SPECIALIST, OR FRANKLY, IN OUR CURRENT LANDSCAPE, A CLASSROOM TEACHER WORKING ONE-ON-ONE WITH A STUDENT.
I'M NOT GONNA TELL YOU, YOU'RE NOT GONNA EVER SEE THAT.
[01:05:01]
DON'T TAKE KIDS AND PUT 'EM ISOLATED EVERY SINGLE DAY FROM THEIR PEER GROUPS SO THAT THEY MIGHT FILL DEFICIENCY GAPS.GYER GAVE A PERFECT PRESENTATION TO, UH, UH, MR. LYLE, MYSELF.
AND CAN YOU SPEAK TO JUST A COUPLE, I'M NOT GONNA WANT TO CALL YOU OUT, BUT YOU KNOW THIS SO WELL.
JUST A COUPLE IDEAS OF HOW THERE'S INTERVENTIONIST WORK AND, AND THE MODELS YOU GAVE.
TWO OR THREE THAT WERE JUST OUTSTANDING.
DR. GUY, BEFORE YOU START, LET ME SAY, HE DID A BRILLIANT JOB AND HE HAS CONVERTED ME.
SO MY DEVIL'S ADVOCACY HERE IS LOOKING FOR THE BEST SOLUTION.
'CAUSE IT'S, IT IS DOLLARS AND CENTS DRIVEN.
IT'S, UH, AND, AND SO I MAKE NO APOLOGIES FOR TRYING TO FIND THE BEST BUDGETARY SOLUTION HERE, BUT DR.
GUYER, YOU, IF YOU CAN RECREATE YOUR MAGIC, UH, YOU KNOW, NO PRESSURE.
MR. CHAIR, IS THAT, DO YOU WANT ME TO SPEAK FROM YES.
OUTSIDE OF IT? UM, HAPPY TO CO COUPLE POINTS IS TO MS. MOSES' QUESTION, IF I MAY, WE, WE ALMOST NEVER PULL STUDENTS FROM LITERACY INSTRUCTION FOR LITERACY INTERVENTION.
AND WE ALMOST NEVER PULL STUDENTS FROM MATH INSTRUCTION OR MATH INTERVENTION.
AND WHEN WOULD YOU PULL THEM? OTHER TIMES DURING THE SCHOOL DAY.
BUT WHAT HAPPENS TO THOSE SUBJECTS? WELL, IT COULD BE AN ENCORE.
IT COULD, IT COULD BE THAT THEY MISS, UH, YOU KNOW, PART OF OUR CLASS, PART OF PE CLASS, WE HAVE STUDENTS THAT ARE WITH OUR INTERVENTIONISTS INSTEAD OF WAITING 15 MINUTES AFTER SCHOOL AND BE PICKED UP BY MOM OR DAD.
SO THERE, THERE'S LOTS OF FLEXIBILITY HERE DURING THE DAY.
BUT AS A RULE, EXACTLY WHAT YOU SAID IS, IS TRUE.
WE DON'T WANT TO, WE DON'T WANT TO REDUCE THE AMOUNT OF INSTRUCTION WE WANT TO ADD TO IT.
SO IF THEIR SPECIFIC NEED IS IN MATH OR IS IN LITERACY, WE GENERALLY TRY NOT TO PULL THEM OUT DURING THOSE TIMES.
JUST TO GIVE YOU ANOTHER SCENARIO, JUST LIKE A TEACHER HAS READING STATIONS WHERE A GROUP IS PULLED TO THE TEACHER, THE OTHERS ARE WORKING ON INDEPENDENT WORK OR ANY, OR DIFFERENT MM-HMM
STATIONS, THEY SOMETIMES ARE PULLED DURING THAT TIME.
SO THEY SEE THEIR TEACHER AND THEY ALSO SEE AN INTERVENTIONIST AT THE SAME TIME.
SO THEY SEE THE TEACHER AND INSTEAD OF GOING TO INDEPENDENT WORK WHERE THEY'RE NOT, THEY DON'T HAVE SOMEONE, THEY, THEY'RE SOMETIMES PULLED BY AN INTERVENTIONIST AND THEN THAT THE INTERVENTIONIST CAN WORK WITH THEM AS WELL.
SO THEY'RE KIND OF GETTING A DOUBLE DOSE OF HAVING DIRECT INSTRUCTION, BUT WITH A TEACHER.
AND, AND THEN THE OTHER, THE OTHER THING I WANTED TO DR UH, ARI'S POINT EARLIER ABOUT MATH SUPPORT, AND HE'S, HE'S CORRECT IN THAT THE DEMANDS OF BLA RIGHT NOW MEAN, AND I'VE PRESENTED THIS TO THE BOARD, TO OUR, TO OUR SCHOOL BOARD, THAT THE STUDENTS AT GOIN ELEMENTARY SCHOOL AND RANDOLPH ELEMENTARY SCHOOL ARE CURRENTLY NOT RECEIVING SUPPORT FOR NUMERACY DEFICITS BECAUSE ALL OF THOSE RESOURCES ARE BEING PUSHED TOWARD, UM, THE LITERACY REQUIREMENTS OF BLA.
PARI STATED, NEXT YEAR, THAT WILL INCLUDE FOURTH AND FIFTH GRADE.
AND SO AT TWO OF OUR THREE ELEMENTARY SCHOOLS, WE'RE MEETING THE NEED FOR, UH, LITERACY SUPPORT.
WE ARE NOT MEETING THE NEED FOR NUMERACY SUPPORT.
AND THAT'S GONNA BE EXACERBATED NEXT YEAR WITH TWO ADDITIONAL GRADES DEMANDING THE LITERACY SUPPORT.
BYRD IS THE EXCEPTION BECAUSE BYRD IS A TITLE ONE SCHOOL.
THEY HAVE ADDITIONAL FEDERAL FUNDING, AND THEY HAVE TWO READING SPECIALISTS WHERE THE OTHER SCHOOLS HAVE ONE.
UM, AND THEY ALSO HAVE A FULL-TIME MATH SPECIALISTS.
SO THEIR, THEIR NEEDS, UM, ARE ADDRESSED THROUGH ADDITIONAL FUNDING SCREENS, WHICH CAUSES SOME INEQUITY.
THAT'S THE SCHOOL THAT QUALIFIES FOR TITLE ONE BECAUSE OF FREE REDUCED LUNCH POPULATION.
UM, AND SO, AND WE'VE, WE'VE GONE OVER THAT AS WELL IN TERMS OF THE STAFFING.
SO AS MS. ROBINSON SAID, THERE, THERE ARE LOTS OF MODELS IN TERMS OF INTERVENTION, BUT SOMETIMES IT'S, AS MS. NING DESCRIBED, THE INTERVENTIONIST OR THE SPECIALIST IN THE CLASSROOM WITH THE CLASSROOM TEACHER.
SOMETIMES IT'S PULLING OUT SMALL GROUPS.
SOMETIMES IT'S PULLING STUDENTS OUT IN A ONE-ON-ONE SETTING IF THEY NEED, UM, INTENSIVE REMEDIATION.
BUT THOSE ARE ALL DESIGNED TO BE IN ADDITION TO NOT IN, IN PLACE OF.
SO WE ARE NOT SUBSTITUTING TEACHER A FOR TEACHER B, WHERE YOU GET TEACHER A AND YOU GET TEACHER B.
AND THAT'S HOW WE MAKE UP DEFICITS WITH STUDENTS THAT ARE STRUGGLING.
AND SO, AGAIN, I, YOU KNOW, I I, I MADE THE ANALOGY BEFORE, I'D LIKE A POOL IN MY BACKYARD.
WE DON'T HAVE A POOL IN OUR BACKYARD.
WE RECOGNIZE WE CAN'T AFFORD EVERYTHING THAT WE WANT.
UM, I WOULD ARGUE, AND I HAVE A SPECIFIC, UH, ROLE IN THE ORGANIZATION TO ADVOCATE FOR OUR INSTRUCTIONAL PROGRAM.
I BELIEVE THESE INTERVENTIONISTS ARE NEEDED AND WILL ABSOLUTELY MAKE A POSITIVE IMPACT ON A LARGE NUMBER OF STUDENTS THAT, THAT NEED ADDITIONAL SUPPORT.
GUYER, THE INTERVENTIONIST LINE ITEM THAT YOU SAW ON TIER ONE ARE FOR MATHEMATICS TO MAKE SURE THAT WE'VE GOT NO, YES.
OH, I SAW A NOTION THAT'S BEEN, THAT'S BEEN NO, NO, NO.
THE NO IS IN DISBELIEF BECAUSE THAT'S ALWAYS BEEN, I
[01:10:01]
UNDERSTAND.I'M RESTATING IT GIVEN THE CONVERSATION THAT HAS BEEN YES MA'AM.
HARPED ON ABOUT READING INTERVENTION.
SO I'M, AND THE REASON I'M SAYING THIS FOR THE BENEFIT OF ALL IS BECAUSE WE SAW A DIP IN OUR MATH SCORES BECAUSE WE HAVEN'T BEEN ABLE TO ALLOCATE ADDITIONAL SUPPORTS IN MATHEMATICS.
'CAUSE IT'S BEEN ALL HANDS ON DECK WITH VIRGINIA LITERACY ACT.
SO YOU CAN, THE NEED, LIKE WE'RE SEEING THE NEED ON THE HORIZON, RIGHT? ALL OF THE FACTORS ARE LINING UP TO SAY THAT THE MOMENT IS HERE.
AND MAYBE WE CAN PUT THAT ON THE LIST ON THE BROADER, OH, THE WORD MATH, THE WORK MATH WOULD HELP ON THE BROADER SCALE.
JUST, UM, IS IT POSSIBLE TO EXTEND THE LIKE 80%? I I'M WITH YOU GUYS.
IT'S NOT, IT'S NOT ACCEPTABLE.
BUT CAN WE EXTEND THE SCHOOL DAY? I, I KNOW THAT AND THAT, I KNOW THAT THAT'S GONNA SHOOT THE BUDGET SALARY.
BUT THERE'S ALSO A TIPPING POINT AT WHICH POINT CHILDREN CAN RETAIN MORE, YOU KNOW WHAT I MEAN? RIGHT.
THERE COMES, THERE'S A BREAKING POINT.
I DON'T HAVE THE DATA IN FRONT OF ME.
I WOULD LOOK TO DR. GUY OR DR.
KAMAR, BUT YOU, YOU CAN'T SIT KIDS IN A CLASSROOM FOR 10 HOURS A DAY AND EXPECT THEM TO LEARN AT THE SAME RATE AS THEY DID THE FIRST THREE HOURS OF THE DAY.
SO WE HAVE TO THINK ABOUT THAT AS WELL.
WE ALSO STILL FAR OUTPACED THE STATE REQUIREMENTS FOR INSTRUCTIONAL HOURS.
SO WE ARE STILL TRACKING WELL AHEAD OF WHAT'S REQUIRED OF US TO TRY TO GET THE BEST QUALITY EDUCATION POSSIBLE FOR REGIONAL STUDENTS.
WE'D LIKE TO SEE IT PAY OFF SOME MORE.
AND, AND IT, IT, IT DOESN'T HAVE ANYTHING TO DO WITH INTERVENTIONISTS.
IF YOU TALK ABOUT YOUR PARENTS, DO THE KIDS HAVE HOMEWORK? DO THEY DO HOMEWORK? SO I'M NOT A CLASSROOM TEACHER.
DO THEY HAVE THEIR BOOKS OR, OR JUST WORKSHEETS OR WHAT ARE THINGS ONLINE OR ARE THEY IT'S A COMBINATION.
BUT, BUT THEY, THEY ACTUALLY ARE EXPECTED TO DO THE HOMEWORK.
IF, IF YOU FEEL LIKE IT DO THIS, UM, CAN I THEY'RE EXPECTED TO DO IT AND TURN IT IN.
IT'S, IT'S, YES, IT VARIES, LOOKS DIFFERENT FOR A KINDERGARTNER THAN IT DOES AS A 12TH GRADER.
IT LOOKS DIFFERENT FOR A FINE ARTS CLASS THAN IT DOES FOR CALCULUS.
YOU AREN'T GONNA TAKE, BUT, UM, I MEAN, MATH, SCIENCE, THINGS LIKE THAT, THEY'RE, THEY'RE EXPECTED TO DO WORK AT HOME.
CAN I MAKE ONE MORE POINT ABOUT THE INTERVENTIONS? JUST 'CAUSE I, I JUST WANNA BE REALLY CLEAR.
WHEN WE HAVE EVERYBODY IN THE ROOM, WE, WE SPECIFICALLY AS, AS WE IDENTIFIED SUPPORT SPECIALISTS IN THE DIVISION, WE REALLY IDENTIFIED SPECIAL EDUCATION TEACHERS, WHICH OBVIOUSLY ARE, UM, TEACHERS THAT WORK SPECIFICALLY WITH STUDENTS WHO QUALIFY FOR THAT SERVICE.
AND THEN OUTSIDE OF THAT, WE HAVE MATH SPECIALISTS, READING SPECIALISTS, AND INTER INTERVENTIONISTS.
UM, BYRD HAS THE ONLY MATH SPECIALIST IN THE DIVISION.
WE HAVE A READING SPECIALIST IN EACH OF OUR THREE ELEMENTARY SCHOOLS.
TWO HAVE THIRD ONE OF THE MIDDLE SCHOOL.
AND WE ASKED OUR PRINCIPALS, IF WE WERE TO RECEIVE FUNDING TO PROVIDE ADDITIONAL SUPPORT TO STUDENTS, WOULD YOU PREFER THAT WE HIRE THREE MATH SPECIALISTS, THREE READING SPECIALISTS, AND THREE ACADEMIC INTERVENTIONISTS? THEY UNANIMOUSLY SAID INTERVENTIONISTS BECAUSE MATH NEED IS THE GREATEST NEED.
BUT THOSE POSITIONS ALLOW THE GREATEST FLEXIBILITY TO SUPPORT GROWING NEEDS.
TO MS ALLEN'S POINT ABOUT WE KNOW WHAT OUR NEEDS ARE TODAY, THEY MAY SHIFT IN THE FUTURE, BUT WE DON'T, THEY DON'T WANNA PIGEONHOLE THEMSELVES INTO MORE READING SPECIALISTS OR MATH SPECIALISTS AND THEN REALLY NOT HAVE THE FOLKS TO SUPPORT REALLY EITHER OR, WHICH, WHICH WE KNOW THOSE ARE THE TWO CORE AREAS THAT, THAT REALLY REQUIRE THE MOST SUPPORT.
SO AGAIN, JUST TO BE CLEAR, I, I WOULD, RIGHT NOW WE CALL 'EM ACADEMIC INTERVENTIONISTS.
I WOULD HESITATE IF IT'S NOT A MATH SPECIALIST OR A READING SPECIALIST, WHICH IMPLIES C QUALIFICATIONS FOR THOSE POSITIONS, I WOULD STAY WITH A BROADER TERM THAT ALLOWS MORE FLEXIBILITY FOR THE KINDS OF NEEDS THAT THEY SERVE.
I THINK THIS HAS BEEN VERY INFORMATIVE.
BOTTOM LINE, YOU ALL NEED TO MAKE A DECISION.
AND IT SEEMS TO ME A GOOD CASE IS MADE FOR THE VALUABLE OF THESE POSITIONS.
SO WE WILL CERTAINLY TAKE THAT INTO CONSIDERATION IF WE CONSIDER THE BUDGET AND HOW MUCH WE CAN ALLOCATE IN ADDITION TO WHAT WE ALREADY HAVE.
DO YOU PERSONALLY, OR ARE YOU, UH, PRIVY TO PERSONALLY SAY, I'M MOST INTERESTED IN CLASSROOM TEACHERS AND BELOW CLASS SIZES? OR DO YOU JUST LOOK AT THE DOLLAR AMOUNT AND AS MR. BODERS, UM, OR MR. SPRINGER, EXCUSE ME.
HERE'S THE MONEY YOU DO WITH WHAT YOU FEEL
[01:15:01]
IS IMPORTANT.I MEAN, DO YOU HAVE A PERSONAL INVESTMENT IN OH, I, I KNOW YOU DO.
SO WE ARE GOING TO SAY, WE WOULD LIKE YOU TO SPEND THIS MONEY THUSLY.
I DON'T THINK WE HAVE, WE HAVEN'T DONE IT IN PAST ON OTHER THAN RIGHT.
WE'VE DONE CATEGORICALLY EDUCATION, YOU KNOW, BUT, BUT NOT, THAT'S YOU GUYS.
YOU WANT US, I DON'T THINK YOU WANT US TO PERSONALLY NO, NO.
I JUST WONDERED IF YOU HAD PERSONAL.
WELL, I JUST THINK THIS INFORMATION, THIS DISCUSSION TODAY HAS BEEN VERY BENEFICIAL.
I'D LIKE TO HEAR MR. CHRISTIE.
I MEAN, PERSONALLY FOR ME, IT WOULD BE, DO YOU GUYS ASK, GIVE US A NUMBER THAT YOU WANT AND, UH, IF IT EXCEEDS WHAT WE WERE EXPECTING, THEN JUST, YOU KNOW, SOMETHING LIKE THIS.
LIKE, WELL, THE REASON WE NEED MORE IS BECAUSE WE WOULD LIKE THIS, THIS, THIS, AND THIS.
AND THEN WE CAN NEGOTIATE THAT WAY.
BUT NO, I, I DON'T SEE A NEED FOR US TO BE SO INVOLVED WITH YOUR GUYS AS LINE ITEMS. I APPRECIATE THAT.
AND I, BECAUSE IF IT'S SOMETHING THAT YOU WANNA VESTED INTEREST IN, WHAT, UM, YOU KNOW, AS A REPRESENTATIVE AND HEARING FROM MY CONSTITUENTS, THE AGRICULTURAL TEACHER IS A VERY IMPORTANT POSITION FOR THEM.
AND I THINK BECAUSE WE LIVE IN A RURAL COUNTY, AND SO WE NEED TO KEEP IN MIND THAT THESE ARE TAXPAYERS WANT CERTAIN THINGS FOR THEIR STUDENTS, GIVEN DIFFERENT OPTIONS.
JUST LIKE WE SEE THE BENEFIT OF CTE AND GOING INTO A CAREER PATH LIKE THAT, WE NEED TO BE ABLE TO OFFER THAT PATH FOR THOSE THAT ARE INTERESTED IN AGRICULTURE.
AND, UM, 'CAUSE THERE'S, THERE'S DEFINITELY DIFFERENT THINGS.
I KNOW WE'VE SPENT MAJORITY OF OUR TIME ON THE INTERVENTIONISTS.
UM, BUT I THINK THE REASON WHY THAT WAS ONE THING FOR ME TO, TO KIND OF BRING DOWN A LITTLE BIT IS BECAUSE THERE ARE DEFINITELY OTHER THINGS, AND I THINK THAT THE COMMUNITY HAS, THEY'VE TAKEN THE TIME TO COME UP AND SPEAK AT OUR, UM, SCHOOL BOARD MEETINGS ABOUT WANTING A BAND DIRECTOR THAT THE PROGRAM HAS GROWN FROM 28 TO 70 SOME, UM, STUDENTS.
AND NOT TO SAY WE DON'T HAVE STUDENTS THAT THAT'S SOMETHING THAT, THAT'S WHERE THEY FEEL THEY WANT TO GO AND THEIR CAREER PATH.
SO, UM, I JUST THINK THOSE ARE THINGS THAT I'D LIKE TO BRING UP.
'CAUSE THAT'S WHAT MY CONSTITUENTS HAVE BROUGHT TO ME.
AND THOSE ARE IMPORTANT THINGS TOO.
UM, NOT TO SAY THAT READING ISN'T IMPORTANT.
WE SPEND A LOT OF MONEY IN THE UNITED STATES PER STUDENT, UM, AND WE ARE NOT RANKED THE HIGHEST IN THE WORLD RIGHT NOW.
SO THROWING MONEY AT A PROBLEM SOMETIMES, OR JUST IS, IS NOT ALWAYS GONNA MEET THE NEED.
I KNOW A HUNDRED PERCENT WE WANT A HUNDRED PERCENT OF OUR STUDENTS TO READ.
I DON'T THINK THERE'S ANYBODY THAT WOULD, WOULD SAY OTHERWISE.
BUT, UM, THERE'S A LOT OF NEEDS ON HERE.
AND OUR TAXPAYERS ALL HAVE DIFFERENT IDEAS OF WHERE THEY WOULD WANT.
THEY'RE ADVOCATING FOR THEIR CHILDREN.
SO I HA I FEEL LED THAT I I SHOULD SAY AGRICULTURAL TEACHER NEEDS TO BE CONSIDERED AND A BAND, UM, BAND POSITION OH.
AS THE ESL ALONG WITH THAT, BECAUSE, YOU KNOW, WELL, AND IF YOU GET, YEAH, AND I KNOW IT'S A DIFFERENT CATEGORY, BUT, YOU KNOW, AND BACK TO, UM, MR. LYLE AND THE MANY CONVERSATIONS WE'VE HAD, IF YOU CAN'T READ AND IF YOU CAN'T COMPREHEND, MANY PEOPLE CAN READ.
IF YOU CAN'T, THEN YOU CAN'T DO MATH.
YOU CAN'T DO A A, A BOOK REPORT.
I MEAN, YOU CAN'T WRITE, YOU CAN'T, YOU HAVE TO HAVE THOSE SKILLS.
AND READING ISN'T JUST READING, THERE'S GRAMMAR, THERE'S, YOU KNOW, IT JUST GOES ON AND ON.
THAT COMES UNDER THAT UMBRELLA.
AND TO ME, THAT'S JUST CRUCIAL.
SO AS A SCHOOL BOARD MEMBER, I APPLAUD PEOPLE WITH THE FINANCIAL ABILITY, BUT I CAME ON BOARD TO SERVE NOT ONLY MY COMMUNITY, BUT TO SERVE THE STUDENTS WHO CAN'T SPEAK FOR THEMSELVES.
AND MINE IS ALL TEACHERS AND GETTING TEACHERS AND WHATEVER IS NEEDED IN THE SCHOOLS TO SUPPORT THEIR GROWTH AND TO KEEP OUR CLASS SIZES DOWN.
MR. CHAIRMAN, I GUESS CATEGORICALLY, I I, I DO HAVE TENDENCY, AND I DON'T APOLOGIZE FOR GETTING INTO THE WEEDS, BUT MY PRIORITY WOULD BE INVESTING IN FACULTY PEOPLE.
I DON'T CARE WHAT THE BUILDING IS, IT'S THE TEACHER INSIDE THAT BUILDING.
BUT I WOULD LIKE TO SEE, AND, AND I BELIEVE I'M SEEING THIS SCHOOL BOARD EMPHASIZE, GET GREAT TEACHERS NOT GOOD.
GET GREAT TEACHERS AND THEN KEEP 'EM.
AND, AND SO AS WE'RE DOING CATEGORICAL UH, ALLOCATIONS, I, I WILL ABSOLUTELY BE SKEWING TOWARDS WHAT ARE WE DOING TO GET GREAT TEACHERS TO KEEP? AND SO THAT'S, THAT'S, I LOVE THAT, MR.
[01:20:01]
LYLE, I DON'T KNOW IF YOU GENTLEMEN HEARD THE NEWS FROM A COUPLE OF WEEKS AGO, BUT OUR NEIGHBOR TO THE EAST, HENRICO COUNTY PUBLIC SCHOOLS IS NOW GIVING THEIR TEACHERS ALL EMPLOYEES A 6% PAY RAISE.SO WHEN YOU SAY, GET GREAT TEACHERS AND KEEP 'EM, THE ADJUSTMENT THAT WE MADE LAST YEAR IS NOW GONE.
SO HENRICO WAS NOW OUTPACING US.
AND IT IS A CHALLENGING, AND I HOPE I, I, I AGREE WITH MS. ROBINSON.
WE, WE WORK REALLY HARD TO TALK ABOUT CULTURE, TO TALK ABOUT SMALL CLASSROOM SIZES, TALK ABOUT AUTONOMY, TALK ABOUT ALL THE BENEFITS OF BEING AN EDUCATOR IN GLAND.
BUT I BOUGHT EGGS LAST NIGHT AT 6 49 A DOZEN.
AND THEY WEREN'T EVEN LIKE THE GOOD EGGS.
THEY WERE LIKE THE CHEAP EGGS.
SO TEACHERS HAVE THE SAME FITS REALITIES THAT EVERYONE ELSE HAS, AND GETTING GREAT TEACHERS COMES WITH AN EVER INCREASING PREMIUM AS WE TRY TO COMPETE WITH HENRICO AND CHESTERFIELD AND LISA AND
SO I DIDN'T SEE IT ON THIS LIST.
AND WE RAN WITH THAT IN, UM, HENRICO NEWS CAME OUT, I THINK ABOUT TWO WEEKS AGO.
HENRICO, YOU KNOW, WE, WE CAN TRY TO COMPETE, BUT WE NEVER, I'M SHARING DATA.
DIDN'T WE RAISE TAXES? NO, THEY, YEAH.
WE DIDN'T, WE DID NOT DO THAT.
AND MICHAEL LOWERED, ACTUALLY LOWERED THEIR TAX RATE, A COUPLE OF PENNIES, BUT THEY RAISED THE DATA CENTER RATE TO A POINT THAT ACTUALLY PAID FOR MORE THAN THE, THAN THE LOWERING OF THE TAX RATE.
AND THEY GOT DEAL STATUS, WHICH YEAH, JUST SO YOU ALL KNOW, WHICH IS WHY ECONOMIC DEVELOPMENT IS IMPORTANT FOR GOOSE ON COUNTY, BECAUSE YOU CAN SEE THE BENEFIT, UH, IN RANK UP THERE.
MAKE FALSE ON THE PARENTS TOO.
IT'LL TAKE, I TIMED IT WHEN I READ IT AND IT'LL PROBABLY TAKE ONE AND A HALF MINUTES FOR ONE MINUTE.
THIS IS, THIS IS, UM, AND BY THE WAY, UH, MR. WATERS HAVE TO DROP OUT.
UM, BUT MR. SPOON, HOWER IS STILL ON THIS, THIS IS JUST SOMETHING THAT, UM, I'VE FOUND AND WANTED TO SHARE AND IT'S KIND OF, UM, OUR SUPERINTENDENT WAS, UH, DIRECTOR OF HIS ENGLISH DEPARTMENT, AND SO I THINK HE WILL APPRECIATE THIS IS NOT WHAT WE WANT.
AS I REFLECT ON OUR, ON THE RECENT MEETINGS BETWEEN THE SCHOOL BOARD AND THE BOARD OF SUPERVISORS, WHERE WE REQUEST ADDITIONAL BUDGET SUPPORT FOR GLAND COUNTY SCHOOLS, I'M REMINDED OF THE CRITICAL IMPORTANCE OF INVESTING IN EDUCATION OF OUR CHILDREN.
THE EVENT WAS A PIVOTAL MOMENT IN OUR EFFORTS TO ENSURE THAT OUR SCHOOLS ARE EQUIPPED WITH THE NECESSARY RESOURCES TO CONTINUE PROVIDING EXCELLENCE IN EDUCATION.
INITIALLY, I FELT A SENSE OF URGENCY AND RESPONSIBILITY.
KAMAR PRESENTED OUR CASE TO THE BOARD OF SUPERVISORS, I WAS ACUTELY AWARE OF THE IMPACT THAT YOUR DECISION WOULD HAVE ON THE FUTURE OF OUR STUDENTS AND THE COMMUNITY AT LARGE.
OUR INITIAL REACTION WAS TO EMPHASIZE THE IMPORTANCE OF PROVIDING OUR SCHOOLS WITH THE NECESSARY FUNDING TO MAINTAIN THE HIGH STANDARDS OF EDUCATION THAT WE HAVE ESTABLISHED.
WE WERE DETERMINED TO CONVEY THE MESSAGE THAT OUR STUDENTS' SUCCESS IS DIRECTLY TIED TO THE RESOURCES WE PROVIDE THEM, AND THAT ANY REDUCTION IN FUNDING WOULD HAVE FAR REACHING CONSEQUENCES.
AS I REFLECT ON THAT EXPERIENCE, I'M STRUCK BY THE LESSONS WE HAVE LEARNED ABOUT THE IMPACT OF OUR EFFORTS.
DESPITE THE CHALLENGES WE FACE, OUR STUDENTS ARE THRIVING, LEARNING ACROSS THE CURRICULUM, EXCELLING ACADEMICALLY IN SPORTS, AND BECOMING EXEMPLARY CITIZENS.
THIS IS A TESTAMENT TO THE DEDICATION OF OUR TEACHERS, STAFF, AND ADMINISTRATORS WHO WORK TIRELESSLY TO IMPLEMENT OUR CORE VALUES OF EXCELLENCE, CREATIVITY, COURAGE, HONOR, AND OPTIMISM.
THESE VALUES ARE NOT JUST WORDS ON A PAGE.
THEY ARE GUIDING PRINCIPLES THAT SHAPE OUR APPROACH TO EDUCATION AND TO INFORM EVERY DECISION THAT WE MAKE.
THE KEY INSIGHT I GAINED FROM THIS EXPERIENCE IS THAT OUR FOCUS ON PROVIDING A WELL-ROUNDED EDUCATION IS YIELDING TANGIBLE RESULTS BY PRIORITIZING THE INTELLECTUAL, PERSONAL, SOCIAL, AND CAREER PREPARATION AND THE NEEDS OF ALL STUDENTS.
WE ARE SETTING THEM UP FOR SUCCESS IN ALL ASPECTS
[01:25:01]
OF LIFE.THIS IS NOT JUST ABOUT ACADEMIC ACHIEVEMENT.
IT IS ABOUT CULTIVATING THOUGHTFUL, EMPATHETIC, AND ENGAGED CITIZENS WHO WILL MAKE A POSITIVE IMPACT IN THEIR COMMUNITIES.
AS WE MOVE FORWARD, WE ARE COMMITTED TO APPLY THE LESSONS WE HAVE LEARNED TO CONTINUE PROVIDING THE BEST EDUCATIONAL EXPERIENCE POSSIBLE FOR OUR STUDENTS.
THIS MEANS STAYING FOCUSED ON OUR CORE VALUES, BEING RESPONSIVE TO THE INVOLVING NEEDS OF OUR STUDENTS, AND ADVOCATING FOR THE RESOURCES NECESSARY TO SUPPORT THEIR SUCCESSES.
IT ALSO MEANS CONTINUING TO BUILD STRONG RELATIONSHIPS WITH OUR COMMUNITY PARTNERS, INCLUDING THE BOARD OF SUPERVISORS, TO ENSURE THAT WE ARE WORKING TOGETHER TO CREATE A BRIGHTER FUTURE FOR ALL.
IN CONCLUSION, THE EXPERIENCE OF REQUESTING ADDITIONAL BUDGET SUPPORT FROM THE BOARD OF SUPERVISORS WAS A POWERFUL REMINDER OF THE CRITICAL ROLE THAT EDUCATION PLAYS IN SHAPING THE LIVES OF OUR STUDENTS AND THE FUTURE OF OUR COMMUNITY.
AS EDUCATORS, WE HAVE A SACRED RESPONSIBILITY TO PROVIDE OUR STUDENTS WITH THE TOOLS, RESOURCES, AND SUPPORT THEY NEED TO SUCCEED.
I'M PROUD OF THE PROGRESS WE HAVE MADE, AND I'M COMMITTED TO CONTINUING OUR EFFORTS TO PROVIDE A WORLD CLASS EDUCATION THAT PREPARE PREPARES OUR STUDENTS FOR SUCCESS IN ALL ASPECTS OF LIFE.
GENTLEMEN, I DID NOT WRITE THAT.
WE DON'T WANT THAT IN OUR HIGH SCHOOL.
WE DON'T WANT STUDENTS DOING PAPERS LIKE THAT DO WE?
THEY HAVE ONE-ON-ONE EXPERIENCES, THEY LEARN GRAMMAR, THEY LEARN THE SKILLS IN WRITING, AND DON'T PUT OUT PAPERS LIKE THIS, WHICH IS A BEAUTIFUL PIECE OF WORK WHEN I ONLY PUT IN MY REFLECTION WRITER 13 COMMENTS.
AND THAT'S WHAT IT SAID FOR PRETTY IMPRESSIVE.
AND I ADMIRE THE TEACHERS WHO ARE, AND WE'VE DONE THIS WITH BLUE RIDGE GOVERNOR SCHOOL, HOW KIDS HAVE TRIED TO IN, IN INSERT DIFFERENT THINGS FROM AI TO MAKE, YOU KNOW, IT PERFORM TO THE BEST.
BUT WE NEED TEACHERS IN THE CLASSROOM WHO ARE THE BEST.
WE'LL MAKE SURE THAT THESE KIND OF PAPERS AREN'T READY, EVEN THOUGH WAS GOOD.
ANYTHING ELSE FOR THE GOOD OF THE CAUSE? UM, NOT FROM ME.
ANY, ANYONE HERE? ALRIGHT, SO WE NEED TO OFFICIALLY ADJOURN.
[III. Adjournment]
DO.I I NEED TO OFFICIALLY ADJOURN UNTIL FIVE 30, BUT THE SCHOOL BOARD OFFICIALLY ADJOURNS TILL FIVE 30 TODAY.
YOU HAVE A SCHOOL BOARD CASE? YES.
ALL ALL Y'ALL IN FAVOR OF THAT.
UH, AND UH, WE NEED TO ADJOURN, UH, TO TUESDAY, APRIL 1ST, 2025.
UH, REGULAR MEETING AT 6:00 PM AFTERNOON MEETING TO BE DETERMINED, UH, FOR THE BUDGET PUBLIC HEARINGS BOARD MEETING ROOM TWO 50, COUNTY ADMINISTRATION.
AND TUESDAY, APRIL 15TH, 2025.
UH, IN THE AFTERNOON TO BE DETERMINED.
REGULAR MEETING AT 6:00 PM WHERE THE BOARD BOARD MEETING ROOM HERE IN TWO 50 AT COUNTY ADMINISTRATION BUILDING.
UH, WE DO HAVE TOWN HALLS, WHICH PREVIOUSLY HAD BEEN, WE'RE NOT TO THAT, THAT'S MADE PUBLIC.
DO WE HAVE A MOTION TO ADJOURN? SO.