Evening everyone. It is my pleasure to call us to order tonight um for our February 26 school board public hearing on the budget. We are going to start with a roll call
um and let's start with um uh Dr. Hos. >> Good evening. Uh, Matthew Haw, superintendent. >> Uh, Bob Beard, Samuel Miller district. >> Jim Dillanbeck, Rio district. >> Allison Spilman at large representative.
Rebecca Berlin, Whiteall district. >> Ellen Osborne, Scottville district. >> Judy Lee, Ryana district. >> Kate Auff, Jackwitt district. >> Amy Wong, AHS student rep. >> Chandra Hayes, assistant superintendent of instruction.
>> Dan Reading, chief HR officer. Patrick Mclofflin, assistant superintendent for strategic planning. >> Lauren Crawford, acting clerk of the board. >> Mr. Black, >> Josiah Black, chief legal officer. >> Thank you. And as always, I thank our uh
public service um representatives um or particularly our police officers for being here to serve and protect us. We can now stand for the pledge of >> allegiance. I aliance to the flag of the United States of America and to the republic
for it stands one nation under God indivisible with liberty and justice for all. As we start our meeting, I would like us all to take a moment um of silence uh for ourselves and to think about our
community. Thank you so much. Um uh the approval of the agenda is the next point on our agenda. Do I have a motion from the board um to approve tonight's agenda? >> I move we approve tonight's agenda.
>> Thank you, Miss Osborne. Do I have a second? >> Second. >> Thank you, Mr. Delbeck. Moved by Miss Osborne, second by Mr. Delebec. Um all those in favor of tonight's agenda, please say I. I. >> Any opposed?
Seeing that tonight's agenda has been approved, we are going to move forward. Um so, so as I mentioned last week, um there are two parts to our um public hearing tonight. So we will first have our public hearing which is on the the
proposed FY27 funding request. >> Dr. Oh, apologies. >> Hi there. I'm going to interrupt you for a second. We have a um some Western Elmar High School students here this evening. Um Laura Chatter, a ser teacher
at Western Almar um high school. Um Laura has been with Alamar County for 29 years and she has brought some of her students here this evening and uh they would like to do a little presentation for the school board. >> Okay.
Matter. Um, good evening everyone. In honor of this being schoolboard appreciation month, we would like to present the schoolboard members uh with a handmade mug which which was handmade by some of these
students as well as by some of my other students. And um tonight I have with me I have Maddox, Mia, and Colette um who have been in my class for >> Sorry. This is why it's a good thing we don't
mics at school. >> Yes, we're a we apologize for the ghost that has taken over the mic. So So those I'm sorry if anyone is listening online. I don't know how that sounds to you, but we're having some mic um feedback, so I apologize. >> Um, but I do have a good teacher voice.
Do not worry. Um, so they helped um make the mugs and some other students that couldn't come tonight also helped make the mugs. So, we would like to go ahead and give these mugs out to you all um along with a card that was made by um my
colleagues, students, um Miss Bernett, and they are digital imaging and creative writing students who made the cards. So, is it okay if we go ahead and present these? >> Absolutely. Thank you so much. It's such an honor. Um before we pass them out, I just
wanted to say a quick word about um supporting our arts system here at Western and across the county because it's been really important to me for all four years of my high school. Um, and it's a great way for everyone to get
involved with um, our art community here at Charlottesville and around the county. But thank you. >> I saw those as I walked in and I was wondering >> stand up. Yes. >> Oh, yeah.
>> I'm not on the board. Yes, this is my wow. >> What a privilege. >> Thank you. >> Beautiful. >> Oh my goodness. >> Oh my gosh, I love it. Thank you so
much. >> These are beautiful. Thank you so much. >> I'm so excited. >> I'm going to drink my coffee out of this tomorrow. >> Appreciate it. Oh my god, you guys. So much coffee. >> I know. That's what I
>> Thank you so much. >> Thank you so much. >> Appreciate it. So, are you all ceramic students? >> Oh, I love this one. This is nice. And my granddaughter took it when she was in high school during co to bring our mugs
>> during great school pick up the box of clay and then yeah it was not that much but this is lovely. Thank you. >> What are we doing? Oh, they're moving. You understand it? >> Here. I'll move over. You guys come down here.
>> I'm going to get a little bit here. >> Yeah. Come on down here. >> Should we all take a drink? >> Maybe make a toast. Thank you guys. >> Thank you so much. Thank you. >> Isn't that nice?
>> This is the one for >> request and then I have the public comment over there. >> I just That's yours. >> Isn't that fun? >> Yeah. >> It's my replacement. >> So, this is the first one.
>> This is the second one. >> I'm so glad we continue to fund. Sorry. >> You want to finish what you were saying? >> I will. Well, that just Well, that just made my day. Thank you guys. We so appreciate these are so beautiful. Um, okay. So,
back to where we were on our agenda. Um, so we are at point 3.0 public hearing. And just as a reminder, we talked about this last uh week is we will have a public hearing. Those people who signed up to speak specifically and for this
you have to speak specifically on the proposed fiscal year 27 funding request. Um, they will go first and that will be followed by our public comment. Those will be second. Um this um miss I've asked Miss Bilman to read the rules as
we always do. I'm not going to have us read the rules twice. I we will just read them once um because they apply to both the public hearing and to public comment. Okay. We welcome public input at our schoolboard meetings. To sign up to speak during public comment period, you
can do so in several ways. Online sign up is available from 9:00 a.m. on Monday of the meeting week until 2 p.m. of the meeting day. By phone, call the school board clerk's office to sign up until 2 p.m. of the meeting day. In person, sign up at the meeting is available from 6 pm until the public comment period for
in-person meetings only. Please note that public comment is not received at special board meetings unless specified on the agenda. Each speaker will have three minutes to speak, but the chair with board consent may reduce this to two minutes should there be 14 or more speakers. The maximum number of people or groups that may speak at a meeting is
20. In the event there are more than 20 people or groups who wish to speak at a particular meeting, each speaker will be assigned a number and numbers will be drawn to determine which people or groups will have the opportunity to speak. Those who do not have the opportunity to speak at a particular meeting may sign up to speak at
subsequent meeting andor may submit written comments to the school board's consideration. Speakers should state their name, address, or voting district. Address comments to the school board. Limit comments to schoolboard governance or school division operations and provide written statements and
supporting materials to the clerk. The school board will use a timer to track each speaker's time. Once the time is up, speakers are asked to wrap up their comments. To maintain respect, please refrain from clapping or other audible forms of support. You may raise your hand instead. Debate with the school board is not allowed. Um, all right.
First, we will start with the public hearing on the budget. I have uh Jimmy Belaloo followed by Heidi Gilman Bennett. Mr. Blue here. >> No. Okay. Miss Gilman Bennett.
Hello, my name is Heidi Gilman Bennett, Samuel Miller District. I'm an officer of family council, but I'm making a personal statement because during budget season, I feel deeply torn. As a parent, I want all the things for my kid and for
all kids. And as a taxpayer, I'm mindful of the basic needs in our growing county, such as affordable housing and actually paid firefighters. So, my feedback after spending literally days with my little counting cap on analyzing this budget proposal. Number one,
high-quality public education is expensive. And spending $20,000 of people I don't believe is unreasonable. In particular, the investments made inving the working conditions and compensation for our teachers and staff are critical. To the loud naysayers
online and or with kids in p private schools, I say, would you stay in a tough job where you had no protected time to go to the bathroom or show uh or chow down a quick lunch? Number two, ACPS offers high-quality education to
most students, but it's not the majority that I'm concerned about. Does this budget do enough for the kids who are most dependent on school for learning? what you're doing for title one schools like Woodbrook clearly isn't working maybe yet but for example look at Cro
they are now also federally identified for low performing student groups yet their FTE is decreasing despite increase in enrollment of higher needs kids remember too that this is one of the schools that seems to have an artificially low percentage of students
diagnosed with disabilities is the staffing formula at Cris and other schools accounting for these students student needs. Number three, please scrub to make sure this budget is truly needs-based. I am so relieved to see schoolboard members asking so many
detailed questions this year. It's important that the county government and supervisors don't become an everp producing TM machine. And I worry that ACPS hasn't been evaluating existing programs to determine whether they are actually achieving their goals. And it
seems to me that there are still more questions to be asked. For example, do we need so many central office staff and do they really all deserve another raise? Scholar studios. The budget survey did not show that this is a community priority because it wasn't on the survey. High cost per pupil, low
enrollment, big gamble. The budget also includes hidden increases that aren't spelled out, but they're called non-discretionary, like six more security officers and four more talent development. Maybe these are warranted, but there's no explanation. Just a teeny tiny number in a column on the appendix.
It gives the hopefully mistaken impression that there's hidden money in the cushions. Overall, I believe you're getting close to a needs-based budget. Your questions are important for building public confidence in our schools, especially as we look toward a possible vote on a 1-cent retail sales
tax. Thank you. >> Thank you. Um, okay. We don't have anyone else signed up for the uh public hearing on the budget and so we will move on to uh public comment. First we have Ike Nth.
Hope I pronounced that correctly, Ike. If not, I'm sorry. And then followed by Brady Wilson. Hey there, I'm Ike Nath. Um, I'm from the Samuel Miller district and I'm a student at Western. Uh, as well as a class author all years at Western and I
have started the Dream for America Young Progressives Club at Western. Um, I just wanted to come here and speak today because I'm sure we all know that Erica Kirk is supposed to be coming into Western Alamar. I think things have gone
too far. This is this is far past appropriate. This TPUSA I have seen harm my school's community. I've seen it harm the environment. Has only made the place angrier and feel less comfortable for our students. We are supposed to be
supporting our students. And we're out here giving the stage to a group that is really spreading hate. And Erica Kirk is someone who I have only seen spread more hate. I am really tired
of what is happening at my school. I think it is atrocious. I think it is far overreached. I I am very upset by it and I know other students are. I've talked to lots of students who are very tired
of what TPUSA is doing at our school. I think it is I in my personal opinion I find it gross that we have large organiz political organizations implementing things into our school. I think it is
part of a bigger agenda and even though my club has that it is as a response because we frankly need it. Uh, but I'm I'm just I just think it we really have to understand that this is this is out of
control and is harmful. It is hurting our students. It's hurting our LGBTQ students. It's hurting students with disabilities. It's hurting students without any of that. It is just overall making our community so much worse. And we have such a wonderful community. It was I've worked on the spirit week all
four years. I've helped plan it. And that is and Western has one of the best spirit weeks I I've ever heard of. It's so fun. It's beautiful. But I'm just seeing us lose that culture with I what I can't put any other way is an
invasion. It that's what it feels like. It it just doesn't feel like my school. Uh, and you know, I'm I'm not sure what can be done or what can't be done, but I'm I I'm just imploring everybody to just really consider that
Erica Kirk coming to Western Hubble moral. >> Thank you. That's it. >> Thank you very much. Uh, Brady Wilson. >> Hello. So I am also a member um I am a western student and I am a progressive at my school. I am um I am a registered
Democrat and I will be voting Democrat and obviously that gives me a type of um division away from this this group that seems to at Western. Western has always been a progressive school. We have regressive members. I remember back when I was at Henley the middle school um we
had such a big LGBT uh Q community. It was massive. There were so many people within that room. I remember first going in it and as a member of that myself seeing this division and hatred grow with this new group. It has been disgusting that this has even formed. It is not just division. It is it is hatred
itself. We have seen this at the state of the union that Erica Kirk the woman who is coming to Western was just a the president and the other people there spread lies and hatred about different groups from Somalians to other immigrants to to trans individuals to anyone there who was not in their inroup
they spread hate against. We see this with Kansas recently who just today outlawed trans people and took away their right to drive as citizens. This group is not only forming that hatred within our school, but is also
for anti- anti-intellectualism itself. We have seen people from even Bob Good last year to the recent John Magcguire who just came in. They've spread anti-intellectualism and lies over and over and over again. From anti-mass conspiracy theories to recent lies about
immigration crime rates that were completely untrue that were just testified in Congress a hearing he was at. This man came into our school into our community and sat up on a stage and lied to all of us who were there. The community there did not like him. They
did not want him there. TPUSA is a group that somehow has managed to have so much power over our community. While the majority of us here do not want him there, John Magcguire came in and the majority of students did not want them
there. They laughed, they yelled, they got upset because it is ridiculous that we have this division and hatred with our in our community. That is all. >> Thank you, Brady. Uh, next I have I'm gonna botch this name. I'm sorry. Kate
Van Yepin. Yep. I'm sorry. >> Hi. Hi. Good evening. Um, I'm Kate Van Ipron. I'm a parent of two Western High School students, a substitute teacher, and a member of the personal device free committee along with Dr. Hos. and I'm here um in the capacity as a substitute teacher to tell you about some of the
problems that I've seen firsthand with technology in the schools. Um the glaring problem is that during lessons um as many of you may know students are very tempted to flip between gaming sites, YouTube, online shopping and even sharable Google Docs. For example, when
I was in middle school uh classroom, one of the sharable Google docs was who is the cutest boy in the class? And so again, that was quite disruptive. everyone had to give their opinions and quickly devolved into bullying. Then oftentimes there is extra time at
the end of a lesson um because the blocks are so long. So instead of doing homework or working on a project, the opportunity to game or watch a YouTube video proves irresistible. Some teachers are employing light speeded which can help. But especially at the high school level
when there is a sub or a teacher decides to make a class a study hall then it is just a free-for-all on the computers. As a school board, I think you should know that these technologies can be detrimental to our special needs students as well. One day, I was an aid to a special needs seventh grader, and I
was told he just needed to do small bits of work, maybe five minutes, and then he could spend time gaming, then another five minutes, and he could watch YouTube. So, back and forth, back and forth. I wondered, do his parents know how much time he is spending on gaming and YouTube throughout the day? How
could this possibly be good for him? At the elementary level, I found it to be a mixed bag depending upon the teacher and the day. I have had days when the really bright students finish their work and then spend over an hour on platforms like St Math and Epic. Not terrible, per se, but why they just read a physical
book. Other times, I've had students keep hiding their online games from me. If any of you have read The Anxious Generation by Jonathan Height or watched the documentary The Social Dilemma on Netflix, you will know that kids are powerless against these technologies. We can say, "Don't get on these sites, but
they are designed to be irresistible to our kids." Could it be that our lower math and reading scores are because our kids' attention is so fragmented? An OCED International Review reports, quote, "Students who use computers very frequently at school do a lot worse in
most learning outcomes. And perhaps the most disappointing finding of the report is that the technology is of little help in bringing bridging the skills divide between advantage and disadvantaged students." So, as a school board, I know you all care deeply about our children and our community and providing
equitable education for all. So, please consider these examples and do the brave thing by reducing considerably the personal tech use in our schools. Thanks. >> Thank you so much. Um, and finally, we have Chris Dilbeck. >> Hello, I'm Chris Beck. I'm from the
Ramana district. Um I'm an IT architect by trade. Um and I just wanted to comment on something that I saw when I was researching for this budget session. Um I saw that in the current pay scale for teachers this year uh at about 15
year 15 is about $73,000 the master's degree. Um I just wanted to give a comparison for uh the the what seems to be a massive disparity between the field um working out in something like computers and teaching computers in
schools. Uh and I think the most effective comparison there is I was I was making pretty close to that amount of money after four to five years of working in the field. Um I had moved back to Charlottesville in 2009 um and was making that traveling remotely pretty quickly. I'd also seen
that the the difference between a teacher with a master's degree uh which at 32 years experience is $91,000 versus about $60,000 coming in at year zero with no experience. Um the multiplier out in the field is easily uh
four to six times of that amount. Um, and I think that based on a school district with pretty close to a $300 million budget that I think there should be some more reallocation to spreading this scale out, potentially doing performance multipliers or other mechanisms to make sure that extremely
experienced like veteran awesome teachers uh get compensated appropriately for there. Additionally, I think you can attract some um some teachers from uh more lucrative fields by uh spreading these out and letting people's experience in
the field count. Um and it's somewhat shamelessly I would love to come teach for the district. It would be a huge uh it would be a huge pay cut. Um so I think that uh she should think about that in the future budgets. With that, I would yield back. Thank you. >> Thank you. Um and that's all we have for
public comment and the public hearing. Thank you. Thank you to everyone who spoke out tonight both for our fiscal 27 budget as well as for public comment. Um the next portion on our agenda is uh our consent agenda. As you might remember last time
I said typically we don't necessarily have a consent agenda on public hearings or on work sessions, but sometimes it is needed um just to to make sure we are moving things forward in a timely fashion. So have a consent agenda tonight. Um, and so I want to see uh if
we have uh anyone who would like to make a motion on that consent agenda. Oh, thank you. >> And there was light. >> Thank you guys. Again, before we hold um I always like to do this for anyone watching. It was dark in here and suddenly the lights
came on and so if you saw if you saw reference that is why. So apologies. Um and I wanted to see if we have any motions regarding our consent agenda tonight. I move we adopt the consent agenda. >> Second. >> Moved by Dr. AOF, seconded by Miss
Spilman. All those in favor of tonight's consent agenda? >> I I >> Any opposed. Our consent agenda for tonight passes. The next point on our budget or on our agenda tonight is our budget work session. Um so I would like to call um
Miss Maya Kumazawa to the to the to the stage. Um it's not really the stage but to the podium. Um um before you get started I did I want to again thank you and the entire team um for your um all of your
work both on our budget book but I as well as hold on let me do this for the cameras um uh for the your responses and timely responses to all of the questions the board has asked. family council has asked as well as our community has asked. So, um these are all all these
questions are available online. I know you are still working through some um but just I mean I don't know if anyone can see what I'm doing here but um I mean that we have I uh I don't know I would say probably almost 50 pages of questions. I don't know if you have a
number of the number of questions that you've answered that I think that'll be our maybe that'll be our our data or our trivia number for the end of the budget. Um well, we can uh I guess we can't c gamble, right? Um Mr. black, but we could we could take some guesses for how
many questions are um submitted. But I definitely I mean I think the number of questions that have been submitted um this year shows kind of the deep um deliberation that we are all doing regarding the budget. Um how difficult these budget seasons are. um how we have
so many competing um priorities that we need to think about and how how much um our board um our community um our families our teachers our staff um care for our community and really want to make sure that we are um being appropriate arbiters of our resources
and priorit and prioritizing the right things. So thank you to the community. Please keep the quest that that email that we have shared um is open and will be open throughout the the budget season. And a huge thank you for all the work you guys are doing to get those questions answered for us.
>> Good evening. Um I'm Maya Kumazawa, director of budget and planning and I will facilitate this evening's budget work session number two. Um I will also be joined later by uh Mr. Craig Domer to present a portion of life. Um before we get into the topics for
this evening which are revenues I wanted to um look back at last week. Uh we talked about expendure school fund um and departmentbased and school-based expenditures. there were some nuances and details that I failed to present and
so I just thought with the questions coming in it'd be important to clarify a few things and talk about them to see if everyone was clear on those and so the first um topic area special education um this slide was shown last week um it shows a growth in our special education
population um this is about a 30% increase since 202021 um but what I didn't do is talk about how this enrollment increase impacts our budget. Um what the chart doesn't show is the uh severity of the need for the
students. So while this is slowly growing over time, the percentage of students who um need who spend 50 50% or more of their day with special education services compared to less than 50% of their day, that's increasing at a higher
rate than the special education population. And so because of those numbers, um, our special education function in the budget, which makes up almost 12% of the entire school fund budget, is 36.7 million. This is a $2.5
million increase or 7.4% over the FY26 adopted budget. You may remember these two pie charts from last week. Um what the pie charts didn't do was show you how what the special education pie was. So um we'll start first with the school
versus department based. Some portion of the special education budget is part of the department of special education which is in section E and um that is our department base. So our division services for special education. Most of
our special education budget is in schoolbased budgets. And the reason why you we don't have a page for it is because we report our budgets by school location and every school location has special education services. So combined um you will see that it's kind of
embedded within the school budgets and they're not they're not a separate budget. It's just part of their operations. Another way to look at it is by state reporting category. This is the same pie chart from last week. This shows the entire school fund budget broken down by
the functional areas defined by the state. Um instruction is about 70% of that budget. Within instruction, there are sub budgets. Special education being um one of the largest ones. And so within that is where you would find the
special education function. Um both of these pie charts equal the total school fund budget of $311.3 million. So this is where you can find if you wanted to get more information. These are all the places in the budget book
where you can find a reference to special education. And when we're talking about the change budget to budget um compensation and healthcare increases, those are kind of embedded into the FTE cost. So you won't be able to pull those out as well as a decrease in VRS rates.
So as I mentioned earlier um individual school locations in section D those include special education budgets um in multischool services which is on page D76 and 77 that's where you will find
the FTE budgets for the proposal we discussed for the three additional specialists that's also where you will see the FTE that we're projecting that we'll need next year for enrollment growth the needs for severity that's one Cbased teacher and four C-based TAs.
Those are included in multischool services. Um in addition, the specialized academic center and post high, which are also school locations, those full budgets are linked to the special education function. So you could take those
budgets and say that's part of that 12% pie slice. And then as I mentioned, there are departmental costs as well. Those are costs that cannot be distributed to schools. Um that's the special education department on page E10 and 11. And on
that page you will see a decrease because um as part of the central services and department-based reductions over the last couple of years there is a decrease of one department-based FTE. Um there is an increase in operations for
that. There is a $50,000 increase in the transfer to the children's services act. Moving into the special revenue fund budgets. These are the special revenue funds that have um that serve special education functions. That's the preschool special education fund on page
F22, the IDA, Individuals with Disabilities Education Act fund on page F24, and then the Special Education Jail Program on page F32. I'll talk more a little bit um about IDEIDA when we get to the special
revenues this evening. Um the other thing that I failed to mention and talk about is on this chart I'm showing the um total school-based budgets in the columns and then the yellow shaded parts represent the per
pupil expenditures. And I mentioned that the largest drivers of what determines a per pupil expenditure is the size of the school, the enrollment as well as the economically disadvantaged rate of the school. Those aren't the only two things that drive the per pupil. Those are just
the main items. I would say the third largest driver of that is special education. And so we'll dig into that on this slide. Um we've received a lot of questions about well Brownsville and Cros have similar size. They have similar free and reduced lunch rates.
Why are their budgets different? Um, in digging into that, it's because of special education. Brownsville um has more special education programs than Crosse. So, for example, they have two Abased classrooms, one B-based classroom, one
C-based classroom, and one two ECSE early childhood special education classrooms. these classrooms serve students at a smaller ratio than regular classrooms. Um so that does drive up the per pupil budget. And then the other
thing is these um classrooms don't just serve Brownsville students. They serve students um throughout the western feeder pattern. They are just located at Brownsville. So the K12 enrollment projected for the two schools are 496 and 556.
If you add in the ECSE enrollment, since ECSE is part of the school fund budget, we get a total pupil count of 520 and 5.56. So if you divide the budget, the school-based budgets for each of those schools by the total pupils, that is how
you get to the um per pupils. And that's why Cros's looks lower because um those special education classrooms aren't counted at Crosse. Are there any questions about this? Just a question on that.
>> Would it be possible without having I'm just trying to think of I think we could like could we just see the I'm curious on the number of special education students in Cro I think you could give us this that are Crosse based and then
same with Brownsville and the number that are feeding from other schools. if you're saying Brownsville is acting as a catchment just to see the because what I'm interested in seeing is the special rate of identification across those schools, but I would need to know for Brownsville which of those are being
pulled from another home school. And I'm also curious because I've heard specifically about Cros that they'll request sped evals and say, "Well, we don't have the staffing." And so it's kind of a chicken and an egg thing too where I'm hearing that we
can't give services because we don't have the staffing and now we're not staffing because they don't have the right number of students. And I don't really know how to look into that. But um specifically teachers from Crosse have
told me that they have students that they think should qualify for a sped and and aren't getting services because they don't have the staffing. So I don't know um how we can look into that a little bit more. Maybe I'm not sure. >> That's because that would be illegal. >> Well, I agree. Yeah.
>> Um but >> um doesn't stop, but that's what I've heard. So, I'm just concerned that it And how does it work? I guess in the middle of the year if students are identified mid year for needing sped services and we haven't staffed to that point
>> mid year. >> We do. Yeah, we staff it immediately. And so I guess what I'm troubled by is if we have staff that are saying we can't offer special education services because we're not staffed because we're legally required to do evaluations and
to follow through with the staffing. So >> yeah, >> I will I yeah, let's table that and I will get some more information. Um, but that is something that I'm repeatedly hearing specifically about Crosse is the need for more staffing and people are
concerned that they're losing FTEES. >> And um, some of the questions we've gotten is well, what is all this holdback staffing? That is the budgeted FTE for next year. We don't distri out now because we don't know what's going
to come up. And so based on trends and predictions, we have a general idea, but they're not allocated until the middle of the year. Um, just to have that flexibility. >> Any other questions on that section from my colleagues? Before
you move on, I just uh Miss Osborne pointed something out and um Miss Bennett helped me on this is um the uh the agenda in the in the agenda that you pull up on the schoolboard site for tonight um the part if you're looking
from remotely that is last week's session. Um but if you are on the actual budget page um that is tonight's so I just wanted to do some clarification and Miss Kumaz if you wanted to mention where that budget pages but just for
people who are looking and looking at today's agenda and seeing a different presentation than you're seeing on your screen um if you go to the budget page um that should be the the 219 um presentation >> it' be k12alamarl.org/budget
/budget and then on that main page if you go to 27 budget development you would have access to the slide deck. >> Thank you so much. >> Um and I will mention that's also where the um budget document that we're all working off of. That is on that same
site where these slides are on the FY27 budget development site. And throughout this presentation I'll be referring back to page numbers so that anyone can follow along and find the information in the budget document. So this evening um we'll focus on
revenues. Um we'll start first with special revenue funds. That's in section F. And then this latter part will focus on school fund revenues in section B. First overview. Um you may have seen
this by revenue source chart a version of that. Um the one you normally see just has local and state revenues because federal revenues make up about 0.2% of the school fund budget. When you look at our total school our total
school budget, our total revenues, the federal slice increases to almost 4%. So if you see that this is talking about all the revenues including our special revenue funds and our school fund, this is the breakdown of revenue sources.
Another way to look at our revenues is if you break it down by school fund and our special revenue funds. Um the reason why we focus so much on the school fund is because it makes up 92% of our revenues. And our special revenue funds make up about 8%. And so just showing
you the scale there. And the school fund revenues as I mentioned can be found in section B. The special revenue fund revenues can be found in section F. together um those revenues equal $336.8
million. So now if we zoom into just the special revenue funds, this is what they look like. Um within the special revenue funds, federal revenues make up about 38.5%. You can see why that's um that total
funds budget changes is because that's such a large portion. State becomes much smaller at 13.6% 6% and local revenues make up about half. If you slice that pie differently by fund, um that's on page F5, you'll see
that we have a handful of special revenues that make up a majority of that $32 million. They include child nutrition, technology, IDA, ED, vehicle services, tide one, and VPI. A quarter
of all the funds are made up by 26 other funds. And the details behind all those funds can be found in section F. Um, we're not going to go through all of these tonight. I I have highlighted the ones that I thought would be of most interest and the ones we get more
questions about, and they also are our larger special revenue funds. So um we'll discuss child nutrition ED and then our capital replacement funds for vehicles technology and learning resources and our grant funds for title
one Head Start IDA and VPI preschool. Before I move on though, are there any other funds that you have questions or want to discuss before I jump into the ones that are bolded? I think this will come out in the idea. I'm just trying to think off the top of
my head if it comes out anywhere else. But because of the proposed Medicaid and SNAP changes that are that are move that are kind of moving through our federal system, um I am curious about the effect
that that might have. I know there's a small piece of Medicaid dollars that we're pulling down to pay for some special education. Um so if there's that if there's anything and you can come back on that one, but that's that was at the top of my mind after some um some time on the hill this week. Y
>> we actually receive Medicaid reimbursements in our school fund. So that 2% in federal revenues is the Medicaid reimbursement. It's about $500,000. Okay. >> Um so it is a tiny sliver, but $500,000 could fund other things. Um, so we
haven't gotten any direct guidance on how that might change >> and so we typically wouldn't make a budget change until we have something more concrete >> and so that any change in that is not reflected um in our budget process so far. >> Thank you. And how you pulled that number from your head is just
unbelievably amazing to me. So thank you. >> That's why she does what she does. >> All right. So, we'll jump into IDEIDA, which um is not Medicaid reimbursement, but it's other federal funding that is allocated to school divisions to support
children with disabilities. Um so, for FY27, as you'll see in all of these funds, revenues and expenditures equal each other, and they're all balanced in by fund individually. So, for IDEIDA, we anticipate to receive $3.4 million in
federal revenues. Um, and then we need to use about $.2 million of fund balance in order to balance to our expenditures of $3.6 million. And what this fund funds is 36 A based or autism based classroom teachers throughout all of our
schools. And it funds half of a position that is a department-based position. So, if you look at all the um the staffing tables and charts in section G, you'll notice that the AAS teacher column is missing because those charts
mostly focus on the school fund and that's why they're not shown there. Um but they live here in this other section. Um so I thought it was important to point that out because that might be confusing. Our other base programs all live in the um school fund.
The other weird thing is that uh we do fund our TAs for ABASE out of the school fund. So you might see that um in the school fund operating budget, but otherwise it's a clean 30X classroom teachers that are funded here. And um the change um from last year you might
have noticed and some people have asked is there's a decrease of five FTE. those were for the CCIS, the comprehensive coordinated early intervention supports. Um, and because ACPS exited
that program that we no longer overidentify um special certain populations with special needs, we are no longer doing that, which is a good thing. Um, so we don't have any more set aside money to fund and improve that program. Um so
that's the decrease um in FTE if you looked at it from year to year. Great. So next I'll move into our largest special revenue fund that is child nutrition. Um information can be found on page F6 and 7. And this program
provides breakfast and lunch to our students every day. Uh most of the funding comes from the federal government uh $4.8 million. It is a self- sustaining fund, meaning that well, we get some money um from
governments, but we also collect our own money through fees, through lunch prices, and that makes up about $3.3 million. And those lunch prices are set in order to balance to the expenditures that are needed. And so, we're
projecting $8.2 million in expenditures um to pay for salary, benefits, and operations. And then there's a small transfer from the child nutrition fund back to the school fund to pay for indirect costs.
There is a slight increase in student breakfast and lunch prices next year and that reflects the increasing um personnel costs. Another self-sustaining fund we have is the extended day enrichment program or EDP. That one is uh would say even more
it's 100% self- sustaining in that we generate our own revenues for that. And so the cost we usually start with the cost which is the expenditure side that's $2.7 million and then um fees are set to balance to that. We anticipate on
collecting $2.7 million next year to cover the full operation of the program. The next couple of funds are um fully supported by the school fund. So that means we're not generating our own revenue or grants to fund these programs. We're actually transferring
money from the school fund to the replacement fund to fund the program. So for example, we have a vehicle replacement fund. uh this uh the revenue from that comes from the school fund as a transfer of $260,000.
And so you might remember that in that um pie that shows the functions, there's a significant piece called transfers. So that's where that is because the transfers themselves aren't, you know, it's not an expenditure, it's a transfer and then the money is spent within this fund.
Um there's no change in this current budget process and but we will bring in some recommendations next week when we talk about our um projected fund balance and onetime funding. Um we will bring this fund up. So I wanted to make sure that you all were aware of this.
Similarly, our technology replacement fund is 100% funded by the school fund. Um there's a $3.7 million transfer from the school fund. Again, that's located in the non-depart area and that 3.7 will
be spent on technology equipment purchases. This is a fund that has been um up for budget reductions and deferrals in the last couple of years. Most notably in the last year, um $400,000 was cut. So, in this upcoming budget, it is restored
and then there's an additional increase um based on the replacement cycle. And again, this is another fund that we often bring up for um one-time funding. And that's because when you were talking about things like capital replacement, you can often buy equipment and you
don't have to buy it again the next year. Whereas, if you have FTE or you're adding recurring costs, that's a commitment you're making for the long term. So, you would never want to spend one-time money on things that are not onetime in nature.
Um this is um some more detail about the $3.7 million. You can see um it's mostly going to student laptops, also staff laptops. Um but you can see the breakdown here. And these numbers change every year based on an established
replacement cycle that is planned years in advance. Great. So, I'll pause here for any questions um or discussion on those funds or the overview itself. >> Back to child nutrition for a second. It
looks like the increase um in in both revenue and expenses is fairly modest, 2.1%. Um, but looking back at the 2425 actual, it is there's a million dollar
difference there, which is much more significant. And I'm just curious whether we've seen a fairly steady increase in the number of um free meals
in the schools or did we see a jump from 2425 to this past year? >> I'm on page F7. Yeah. You're saying why were the actuals higher than what we've budgeted?
>> Well, I'm I'm looking at the 2425 actual expense and revenue of 7.2 million. >> Oh. >> And what we're budgeting for this coming cycle of 8.2 million, which is a significant jump. Is that
does that reflect the fact that we have more students that are participating? I would probably have to get back to you on that to the break. There are a lot of ups and downs in there so we can get you a detailed breakdown of what is going up
and what's changing to determine that revenue. Yeah, I would think that given sort of the high percentage of economically disadvantaged students and families in our division that that
expense would would jump uh fairly significantly in in the last several years. My understanding is that we do get part of federal grant funding is to cover um like for example our C schools that provide free lunch.
>> Yeah. >> Um it's not something that we bear the cost of. >> Okay. >> But I'm not exactly sure on that. So I can follow up on it and figure out why that changes. >> That's great. Thank you.
>> Could you go back to ED um slides? Um, so I'm curious how you decided which um school would be changing and what the um the the thought behind it of um moving
those schools and and also how that's going to be affected by bus driver shortage and having to move students after school when we already have issues with like athletics and stuff. Good evening. Daffhne Kaiser, assistant superintendent for school community
engagement. Um, we actually uh conducted an analysis over the past few years of uh all of our sites and um the three sites that are identified in the um
urban ring. I have uh the lowest enrollment uh currently. They're are small um programs and um they can easily be um combined into one site. Um we
think we still have some uh area where we could have some growth in that site as well. Um but it's necessary for us to um kind of reallocate staff because we continually have uh weight list and some
of our larger programs like Mountain View and Baker Butler and so we need to get more students in. Um, also in the western feeder pattern, um, we have larger program. Um, so we want to redistribute and be more efficient,
>> um, and be able to serve more students across the division. >> Yeah, that makes total sense to me. Um, on the busing issue, was were the costs associated with that all factored into this? So we did work with transportation and um to uh provide transportation from
uh Guerrera and Woodbrook. Um it's not going to be uh an issue. Um >> so they will all be at Agnar then. I'm guessing combining all three. >> Woodbrook will travel to Agar. >> I gotcha. Okay, great. Thank you. I appreciate the clarification.
Um, I just had one comment just to mention, Jim, off of your comment, this is not exactly on the budget, but one thing that I recently learned about about child nutrition, um, is we as a board, we look at percentages of students who are eligible, but the rate
of those students who are eligible who actually use the program, it varies widely. And um one thing that I have talked to Matt and Roslin about is trying to increase that percentage. But just when you're looking at numbers that I had never considered that after six
years on the board, but then I met with someone from No Kid Hungry. Um so that's just something as you're looking at child nutrition just to keep in mind that it just varies widely. >> Yeah. And there's also a huge stigma around um using it and so a lot of kids even though they qualify for it won't go get it because of the stigma around it.
Yeah. >> Or it's not accessible. Yeah. All the things. Yeah. Thank you. >> Other questions on this um from my colleagues as well as as well as I want to thank you Miss Wing for being here. And so
please know um that you the floor is also yours if there are questions that you want to bring up. Good evening. I'm Craig Domer, executive director of curriculum assessment instruction. I'm going to talk about learning resources and some of the other federal grants uh that are in special
revenue funds. Uh the learning resource fund provides our instructional staff with our ability to purchase um textbooks and other learning resources. There has been a focus on high quality instructional materials over the last several years. Uh we are uh asking for
an increase um of $800,000 into the um learning resource fund. Uh we started digging back in the history of how much money went into the learning resource fund. Um, it's fun to go back to old budget books sometimes. Uh, the earliest
we could see was in 2000 in two the 2015 budget book. It said that the target had been $1 million into that fund since 2002. Uh, when we hit the uh recession of 20112, you can see we kind of dipped down to the five or 600,000 that we put
in annually now. uh and you can see the shrinking percentage that the learning resource fund is of the total budget in the last few years as we've purchased HMH uh for elementary English language arts um and kind for elementary math uh
the needs in that fund um kind of uh surpassed that $600,000. In 2024, we moved uh 1.1 million in uh but the actual contract for HMH was much larger than that. Last year on our budget initiative for Bellweather, our year 2
costs were about $1.4 million to complete the secondary math textbook adoption this year and the 6 to8 English language arts textbook adoption. This uh $1.4 million would go to complete those purchases. Uh we are requesting that it
be an ongoing expense of $1.4 million into that fund moving forward. uh which would allow us to then move on to replacing the AP textbooks that have been um up for purchase for several years. We just have not had the funds. Um and then high school science in
particular, world languages, uh instruments, uh the list is long of the kind of instructional materials that we've fallen behind on title one. Um, not much is changing uh for Title One, hasn't in the last several years since we went to
schoolwide. Uh, we get about $1.9 million. Uh, and then we have to do some holdbacks. Uh, we have to share that money with some private schools uh, who have students of ours that live in our title one school district so that they can provide some tutoring. We reserve some money for school and family
engagement. Uh, and then we give out 15.1 FTEEs to the six or now seven identified title one schools. I'm still getting used to that as we prepare for this grant year. Uh it takes about 2.9 FTEES and division services to oversee
that grant. Um and I would like to give our fiscal services team a shout out. Uh in the office of instruction, we do the programmatic um decisions, but really fiscal services uh does a lot of labor in making sure all the reimbursements get filed. If you have any experience
with federal grants, it's not always the easiest thing uh to make sure that you get all that money. uh the schools uh since we went to schoolwide they um they get to decide themselves how they spend those 15.1 FTEES and it is not part of our regular
staffing formula is that those schools get all the staffing that they would get through our regular formulas without factoring in how much title one staffing they're going to get and then they get their title one staffing on top of that and that ranges from half an FTE at
Scotsville and Red Hill to 2.8 8 um at career and Woodbrook is what we're projecting. Elm Marl County Preschool uh we have several revenue for uh sources for Elmor County Preschool. Uh the local fund has
VPI and Head Start. Um our VPI is a state fund that matches any student who is identified as being VPI eligible. uh they it's about 5050, but they consider the cost of educating a student to be $10,000. So that's a little less
than um what we spend. Uh so it's about a $5,000 per student reimbursement. Um Head Start uh we uh the United Way has was awarded the Head Start grant uh earlier this fall and we are a main partner for them. So the students who
are identified as Head Start eligible, we get a much larger reimbursement for and are considering that federal revenues. I know there was a question submitted about the decrease in Head Start and just to kind of clarify that to this year. Last year we projected out
what we would get via that grant based on the application. Um and now we know how much we're getting. Uh we made some programmatic shifts on the expenditure side to kind of balance that. Uh it's still a great program and we're providing uh enhanced services to those
students and more um students are being served uh by taking that grant. Here's where we're planning to have our preschool uh programs next year. You can see there'll be 15 uh VPI or Head Start classrooms um and 13 ECSC classrooms. At
Greer, we're combining all three um into the three classrooms, which is our long-term vision. uh we are starting a career and trying uh to see how that works but we would love uh to go to a full inclusion preschool model and I'll pause here for questions
>> questions from my colleagues on this section >> anyone before I go okay um I do have a couple questions so on the learning resources. Could you go back to those slides? >> I will try. >> Um, so I think you I just wanted to see what
you So I believe you outlined what so planned use of fiscal 27 funds. So that is for the textbooks. I now of course just flipped off the page F16. Um, so there's also there's the 1.4 which is
500,000 for the databases and online resources and 900 for the uh office of instruction and schools to keep resources current. Do we have an outline of what those like what is included in those databases uh textbooks? It is interesting, right?
This is one that went high on the survey. Um, interesting. And as well as the students, a number of the large number of the students that I talked to are very interested in this. And I just want as we're thinking about what this is, understanding better kind of what's included in that outside of these like
these massive textbook adoptions. And so that could be a follow-up piece if it's not already included in that question. >> I don't think it's included. We can follow up. We we have the list of databases. It's about 300,000 currently. Uh the office of instruction separate of the special fund uh has purchased some
learning resources uh especially around intervention. Uh so we can kind of include that as well. Uh we have we've saved the special revenue fund to really be those databases and the approved uh learning resources um by the school board. But yes, the the large majority
is kind of textbooks and textbook replacement. Um and for a while uh we did not kind of regularly replace or update um textbooks or adoptions. >> Yeah, it' be would be good for the board to the public to just see um a more
comprehensive list of what's included in that to get a better understanding of that just since that's a a big increase. The other question I have is more maybe it's just a comment is I appreciate the comment that you made around um uh VPI
and Head Start and um ECSE and that at Greer you're doing the a test around full inclusion and that is a a model that you're interested in learning more about and and potentially moving the county to right because inclusion is is
a a requirement under IDEIDA um uh under um least restrictive environments. And so I'd be interested and again this could be is how are you I mean it's not that's that is not a budget proposal right so it doesn't fit under kind of those um those mo like the I'm looking
at the the charts on A40 and 41 so we're not doing a review of it but I would I think we should think about if that is something we have tested how will we determine going forward that that is a good model and then how will we begin to include that going for further to better
serve students. So >> understood. >> Yes. >> We currently just meet inclusion on the ECSE side by have offer there are same age peers in the early childhood special education. Those are uh spots that we uh
currently offer to students who don't qualify for VPI or who are on the VPI weight list. Um but I think uh it is a goal that we >> Yeah. So I'd love to hear more going forward about if that what like what how we're how we're looking at that model
and making a decision particularly across the >> those three if that's a model a combined model we want to continue more of going forward >> that right >> of course I love logic models >> I think it also fits in you know I know that a preschool centers on this the
capital improvement plan and that also will be um an opportunity for us to build that out. >> Thank you. any other questions that that may have brought up or anything brought I've brought up. >> Of course. Thank you very much. >> I just wanted to say I appreciate the
increased focus towards um like the funds for the textbooks. I know that for a lot of high school classes, especially science classes, those textbooks tend to be pretty old. I think my current biotechbook is somewhere between 10 to 20 years old and so the information
there is a bit outdated. And as AP kind of curriculum changes over the years, it's hard to kind of align that with the test. And some teachers have encouraged students to find outside resources that they have to pay with their own money to use. Um, and I think this would really
help with that. Thank you. >> Thank you. >> Good job. >> Okay. Thank you. >> Thank you. Thank you so much. All right. So, um we will come back towards the front of the notebook. We're
going to focus next on section B, which is most of our revenues which are collected as part of the school fund. Another pie chart. This is a revenue pie chart just focused on the school fund.
As I mentioned, um it's the local and state revenues make up 99% of that fund. Um with the local government transfer making up most of local. Um in the budget book, you'll see some references to local funding. That
includes the local government transfer as well as other local that's generated local revenue as well as um the use of fund balance. And so, um, the reason why I'm pulling out the local government transfer and state revenues on here is that's what we'll focus our evening on
as that makes up most of the budget. We'll start first with state revenues. So, the you might have heard of SOQ's. Those are the standards of quality. It prescribes the minimum services that all public schools in Virginia must meet.
The standards are set by the Virginia Board of Education. Um, and the funding is based on those. SOQs. We'll also talk about the LCI because the funding that we receive from the SOQs are normalized or adjusted by our
local composite index. And so, um, we'll focus on the SOQs because out of the state revenue budgets, 85.4 of the state revenues come from standards of quality. Our total state revenues are about $83.1
million. So our local composite index, it determines a school division's ability to pay education costs fundamental to the SOQs with local funds. So it's a measure of how much should a local government be providing for education
services and how much should the state be providing? And they come up with that index using three factors. The true value of real property that's weighted at 50%. The adjusted gross income of Alberl County weighted at 40% and
taxable retail sales weighted at 10%. But it's not just these absolute numbers that determine how much we get. The whole um the whole pot of state funding then is adjusted so that overall 45% of
localities contribute to school funding and 55% is contributed by the state. So um the pi is always going to be split statewide 45 and 55 and then within that our relative standing with the LCI
determines how much we get and this is uh benchmarked every two years. We are FY27 will be the first year of the bienium. So the LCI will be constant for 27 and 28.
So I thought the best way to describe the standards of quality is to use an example. Uh my example is going to be teachers because that's our largest um part of the workforce. The way that the state um allocates FTEES or says these are the numbers of
FTEES you should have in your schools are by elementary, secondary, and total. So they they provide funding for 471 elementary teachers and 521 secondary teachers. Um they apply a
salary to that FTE number. It's called the prevailing salary and that's what they use to calculate. It's um an average of an average of the different salaries throughout the state. For elementary it's 64,000 and for secondary it's 68,000. So if you multiply the FTE
by the salary amount, we get a total SOQ budget of about $66 million. That $66 million then is adjusted for the LCI. So one minus the LCI is the state share. So that percentage is applied to the 66
million to get to $23.6 million. So that's the estimated cost that the state is taking on to pay for the teachers that we have. In comparison, we have a lot more budgeted FTE um because we
provide services beyond the minimum which is a great thing. Uh we have 600 elementary teachers, 644 secondary teachers, and 111 um other teachers that I couldn't categorize between the two.
For a total FTE count of 1,355, you'll also notice that our budgeted average salary is higher than the salary used by the state. That's $72,196 per teacher. So, um, if you multiply that with our
FTE count, our teacher teacher budget is about $97.8 million. So, what this is attempting to show is that the state pays for about 25% of the cost of our teachers. So when we start talking about things like well the raise
that the state providing that you could kind of apply that percentage say the state will pay about 25% of the costs we pay 75% of the cost um and this is a chart that shows the history of state revenues um based on
kind of all of these factors and we start with 09 that was um pre-recession and that was kind of the the highest point of state revenues when you um looked at it on a per pupil basis. So with the great recession, per pupil
funding for the state um dropped and then post-pandemic state funding picked up again and you can see some ups and downs and the reason why you see ups and downs in the most recent years is because of the LCI. Our LCI is uh noted
in as a red dot. So the last two years you can see that red dot is fairly high and then for next year that red dot comes back down. I'm also showing that light purple line that's our average LCI over this time period. And the purpose
of that is to say that our LCI isn't like very low next year. It is just coming back to average levels. So when we talk about a restoration of funding, you can see we have an average LCI during these years and our LCI is dropping back to a more typical level
and that's what's driving that increase for FY27. The green line is showing well for the first time since 2009 we're actually getting state funding that is more than what we received in 2009. So, um I think
that's pretty big and that's why you're seeing that uh significant state increase is because of the restoration. It's not necessarily an increase a significant increase when you look at the whole history. We're just coming back to where we were in 2009.
Any questions on state revenues? Okay, >> any questions, my colleagues? >> So, I'll move next to our local transfer. Um, this slide is from the draft funding request presentation to show that um as
part of the county's plan and strategic plan, they provide funding to school operations based on the allocation of a local tax revenue formula. So what this means is that um there's a pot of shared revenues from local taxes that are
collected by the county and the increase in that tax amount from year to year is split in three different ways. 10% to capital and debt, 54% to ACPS, and 36% to county government.
Um this is an overview of the share tax revenues which um showed solid growth or a solid growth projection going into next fiscal year. Um they're projecting a 28.2 million increase or 8.7% increase in
general property taxes primarily due to real estate reassessments and increases in personal property which are primarily vehicles. a $3.3 million increase or 3.9% increase in other local taxes and then a slight increase in other
non-catategorical state aid. So the this the total shared revenues is $31.6 million increase over the adopted budget or a 7.4% increase. And this can all be found those references are now referring to the county's budget document, not ours.
Um but that's available online. So what what was proposed yesterday in the county executive's recommended budget is a change in how the local transfer is calculated. So as I mentioned total shared revenue increase
is $31.6 million or an increase of 7.4%. The transfer to ACPS is proposed to be an increase of $9 million or 4.3% over the FY26 adopted budget. This transfer amount is determined based on
our school fund operations for the last 10 years. And the average ongoing revenue growth that we had in our total operating budget was an average of 5.8%. So that includes both state and local revenue growth combined. There was an
average of 5.8% growth per year. On top of that, uh they're proposing to add $4.3 million for the operating impacts of our new schools that we talked about last week. Um in the proposal from yesterday, $6.4
million is recommended as a transfer to the capital fund where it will be budgeted in year five and um held there in reserve for the board of supervisors to der determine how to spend. So, I was going to walk you through the
proposed formula change so everyone is familiar with exactly how it's calculated. Uh, the budget document does a great job at detailing all of this and explaining it the whole process. So, I would encourage everyone to read that. So, what we're doing is we're comparing
the FY26 adopted to the FY27 recommended. And then the third column is the change. So, we're going to mostly focus on the change column. So, as I talked about, the $31.6 million increase in shared revenues is shown here. That
is a 7.4% increase. Um, from that the the there are some dedicated or committed expenditures that are taken out off the top. Those include the revenue sharing agreement with the city of Charlottesville that's
increasing by $1.7 million. um tax relief, EDA performance agreements, a transfer to the water resources fund, and then two transfers that um were just uh implemented in the last budget cycle.
So, you might remember the tax rates were increased by 4 cents. Um and in the recommended budget moving forward into FY27, there continues to be a dedication of part of that 4 cents. 4 cents to the
housing fund and 3.2 C cents for public safety. So in this proposal, those will be dedicated, meaning they're not included in the split. They're just they just come out off the top and um for each year moving forward.
So that leaves uh that so that $3.1 million change in committed expenditures is taken out of the $31.6 6 million in the shared revenue. That leaves $28.48
million in shared revenues available for the split. So before the change um is where you would see the split, the 10 54 and the 36%. So 10% of the 28.4 million would go towards capital and debt. And again that is a shared pro capital
program between local government and ACPS. uh 54% would go towards ACPS which is $15.4 million. That's the amount that is um currently in the draft funding request and the number we have been
working off of. And then 36% would go to county government or $10.2 million. So the recommended change is to um use that same starting point of the $28.48 48 million
and split it using this share but taking out something else off the top. So that would be a $6.4 million additional transfer to capital and that's coming out of the um the $15.4 million that we
would have gotten. Um that's being split up so that we get $8.98 million or we'll just round it to $9 million and then 6.4 for going to capital. So why is the county recommending this?
Um the that's why I presented the state revenues first. The state revenue for ACPS is projected to increase $1.8 million or 16.5%. It's the largest increase in the last 10 years. Um in addition, ACPS uh requested
increased funding for the capital improvement program. And then third to prepare for potential unfavorable local composite index in the future which could significantly decrease state revenues. So what does this mean for us? Um this
is that uh same slide we shared earlier with our balanced draft funding request. Our projected expenditures remain at $311.3 million. Our anticipated revenues are now reduced by that $6.4 million.
Um, so our projected revenue is now $34.9 million. What was that $6.4 million funding? So part of that was the one-time transfer to the school capital program. And so this was presented um as a strategy in
this draft funding request for several reasons. One, we did identify significant school facility needs in our recent CIP request. Um, and as part of that process, uh, we recommended that we move part of our operating money into
the CIP to help support the school CIP. It also positions us to advance, um, our construction and renovation needs. And then it builds financial capacity in future years to meet our obligations. This would be a one-time transfer only.
And so that would allow flexibility um in future years to not have that commitment and to continue meeting future obligations that we know are upcoming. The other $2.3 million um is uh used in our recurring operations. So
we haven't identified what that $2.3 million is. Um it would you know it is supporting our baseline budget the proposed increases that we talked about last week as well as our new proposals. I also wanted to share the recommended
CIP because there is a lot of um interplay between the recommended transfer and the CIP. So I just wanted to show you how it all is connected. Our ongoing programs is are fully funded as requested. That includes project
management services, school bus replacement, our school maintenance and replacement program, and our school network infrastructure. Our projects um that were in the current CIP, Northern Feeder Pattern Pattern Elementary School is also fully funded.
And this does reflect um about an $8 million increase from the previously adopted CIP. School renovations have been reduced um per the priority order set by the school board. And so because the Northern
Feeder Pattern Elementary School was a current project that took priority, so um $4 million in the first two years of the renovations funding is moved to fully fund the Northern Feeder Pattern Elementary School. for the $4 million that were budgeted in
years three and four, th that money is moved into year five FY31 as a school placeholder um to be determined how to be spent. And then the last line on here is the board of supervisor CIP
priorities placeholder. Um this is where that $6.4 million is being redirected to. The $6.4 $4 million transfer is recommended both for FY27 and FY28. So two years worth of funding will be
moved to five of the board of supervisor CIP and the spending for that is to be determined. So I'll open it up now for any maybe we start with clarifying questions um before we go into discussion.
I wanted to see what my um colleague what questions my colleagues have based on this new information. I know I know most of you were at or all of us were at the um the uh board of supervisors um the executive's presentation. Um but I
wanted to see what questions you have based on let's start with clar clarification questions. Um I had to duck out early from that presentation. Um is this meant to be for this year only or moving forward the change?
>> It is uh recommended for the next two years. >> Next two years. >> Yep. Mike, you mentioned back a couple slides earlier the adjustment to be made of removing the 4 something million that we had
originally proposed to be transferred to the CIP. What was the other adjustment? Um the other there's no I what I was trying to do is compare what does that what would a $6.4 million
>> deficit mean in terms of our expenditures >> and we had planned the transfer of $4.1 million. The remaining $2.3 million is you could allocate it to what however you perceive the budget. It it's not necessarily tied to anything is the
point. Um in the last couple of years when we've had a deficit like this um we are we moved our proposals forward because we presented those as those being the highest priorities and we made reductions in other ongoing areas. Um
but we also made some shifts and proposed increases. For example, we delayed staffing for the new schools and there are some deferred costs. So there's it's really two $2.3 million operating gap that um you that we would
probably spend next week determining um what that might be if necessary. But again um just as a reminder, your job is to propo propose a needsbased budget. So we're not here to figure out this problem today. Um, but it is a good time
to begin talking about it. >> And looking to my colleagues who were here last year, we had a $13 million >> budget shortfall. >> So
>> 2.3 is significantly less, but not nothing. >> Thank you. >> I um the the gap itself is 6.4. four. Um the 4 million our proposal or in this draft funding request is to transfer it
to schools capital. And so that's the difference between what the rec the county's recommended budget is $6.4 million would be going to general capital for the supervisors to decide. And so while they both strategies
propose a transfer, I think we all agree that it's needed. Um, it's just a matter of where that money lands. >> Thank you. >> Go, please go. Mr. Beard, >> I'm just wondering if it if it if it is
all possible we might get more money from the state this year. Yeah, I um the House and Senate have released their versions of the bill of changes. Um we just haven't received the specifics around our school division. I'm hoping
to have that for next week. Um I'm I'm not sure what a state revenue update would do in terms of this proposed local transfer since they're accounting for projected state revenues as part of the how much to give us. So,
um, that is a something I'm working with staff on to figure out what would happen. In any case, we would have a state revenue update. I'm not sure that that would increase our total revenues, but that is something that will be determined.
Um, we will not update our revenues, our state revenues before the school board approves. Um because we typically don't update our state revenue until we have the conference budget which is kind of that both both um
legislators approve budget and once we have that we will update our state revenues but that would probably fall after your approval of the request. Other comments or questions? >> Just that we will notice 6.4 million in
cuts if we have to do that. >> And that could possibly end up going to a capital project not related to the school. Is that what I'm understanding? >> Yes. It would be up to the board of supervisors if if this proposed budget
moves forward. Um, it would be the CI priorities placeholder. And I put the text from the budget document here if you wanted to see exactly what it was going towards. >> Do you have other sections that you're going to cover tonight?
>> Nope. This is the last one. >> Okay. I've got a few questions and uh just some some comments before uh I I ask the questions. First of all, want to thank you for your hard work and apologize ahead of time for adding more questions
in the future. Um I think we can all agree on the main objective which is to provide a highquality education for all students and help them be well prepared for further education, employment, and enlistment. Although we may disagree on how we get
there and some specific policies along the way, it's important to keep the objective in focus. I recognize that I'm new to this board and the budget process and I have a lot to learn. I won't speak for any other board member, but I can say that I'm not content with the status
quo of ACPS currently and neither are hundreds of residents I have spoken with over the last two years. We're doing many things really well and should celebrate those things. Not to mention uh the Western Almar High School
students and their their um projects. Uh there's a lot of room for improvement. Obviously, residents of Al Marl County are investing nearly $300 million in ACPS currently, not including the CIP, and that figure increases each
year. My wife and I recently got a 14.7% real estate assessment increase. I'm going to talk to Mr. Galloway about that after the meeting >> and I believe that uh some of you did as well. That's real money. Uh the people in the Rio district and I suspect every
other district want to know if they're getting a good return on their investment. We owe them the truth. The reality is that our achievement gap of 40 points persists and roughly half of the students of color and economically disadvantaged students
continue to fail the so tests in reading and math and other core subjects. this. Despite the fact that we're spending $20,000 per student on average, we must be accountable for the decisions that we make and the money that we spend.
One of the three areas of responsibility of this board is to set the budget. I believe it's our duty to ensure that every dollar spent is in line with our objective. I think 83% of the budget goes to salaries and benefits. Is that
roughly correct? Obviously, with roughly 1,400 teachers, they represent the largest piece of the pie. The average teacher salary now, as we just saw, is around uh 72,000. To the best of my knowledge, we have roughly 80 central office staff, plus an additional 30
non-instructional support staff not housed here in the COB. The total salaries for those 110 people is approximately $13 million plus benefits. That's roughly 120,000 per person. It begs the question, is each one of
these 110 positions critical to the mission of educating every student? It's likely that we'll have to make tough decisions to get a balanced budget. Obviously, it'd be helpful to have a job description for each of the central office staff with a time frame
for when these positions were created. So, I'll step off my soap box and ask just a few questions. Uh first one is somebody who has served ACPS for many years suggested that we may be able to save significant travel costs if we stop
the practice of allowing bus drivers to keep their buses at home. Um I'm curious to know if it's possible to determine how much money, if any, that would save the division. Second question, do we know yet what the
new new FTE projections are with the projected budget and specifically with the new scholar studios at Lamb's Lane? U do we have a sense of how many
net new FTEEs will be um hiring for for those studios? I don't know if you know that off the top of your head. So, um, the first question was net new FTEES. >> Yes, >> that's on page G21. Sorry, G21.
>> It's broken down between school-based and department-based, but for the school fund, we're adding um 74.6 FTE. >> Okay. >> And in special revenue funds, we're
decreasing by 8.3 FTEES. >> Okay. Great. Thank you. Can you repeat their second question? >> Um, do we know how many new net new FTEEs for this uh Lambslane Academy?
>> Yes. Um, the school so opening of the new building is let's see is that is that the 43.2 or is that a different number? Um, I have the cost. It's $2.1 million,
which is mostly FTEES. >> Okay. >> Um, but I can get you the exact count. That's on A32. We outlined the costs of the opening the two new buildings. Mountain View upper is 2.2 million and Ace Academy Land is
2.1 million. Okay. >> And this does relate to the revenues because when you add those two numbers together, you get the $4.3 million that the county's proposed budget is recommending we fund they fund on top of the 5.8% average. Mhm.
>> So my concern is that if we're adding staff and our enrollment is essentially flat, then obviously that's going to change our student teacher ratio. And my concern is that are we pulling
staff from conventional classes, elementary schools, changing student teacher ratios there to adjust for these new probably smaller class sizes in themies? >> No, there will be no change in class
sizes at any of the schools. In this draft funding request, the class sizes are proposed to remain flat. >> Okay. Yes. >> Okay. Uh, last question. Um, this goes back to
last week. On on page D59, it lists total enrollment at Almar High School at 1905. Um, Mr. Barfield has said recently it's actually 1980. I'm guessing that's a difference between
figure in August and what it is currently. Um, and I noticed the projected enrollment next year is 1848. Does that figure account for students enrolled in in themies or the studios? >> No. Um, Albamoral High School is
projected to decline based on the cohorts moving in. >> Gotcha. So the graduating senior class will leave and an incoming ninth grade class will come in and that is what's causing the decrease at Albamar. >> Okay.
And is the discrepancy between the 1905 number and their current enrollment is that just that these are potentially 75 students that came in after the first of the year? >> Yep. Um this number is a September 30th
number. >> Okay. >> And so any changes between then is not captured. >> Okay. >> But I can look into that and make sure we're looking at the same things. >> Okay. >> Yeah. >> Thank you. Appreciate it. So that I I will note on class sizes
that is what we have a budgeted class size and a target class size. If the enrollment is not what we budgeted for that is what swings a class size up or down. So we have a target but the reality is we don't know exactly how many students will show up and that is
the true determinant of class size. >> Great. I I've >> Oh, I was just going to say currently just looking in P school the enrollment at AHS is 1870. >> Pretty close. Okay.
Other comments or questions? So thoughts regarding next steps? Um remind us what you are planning to talk what the division is planning on talk to talk about next week or the next budget
next week. Um and then I think I would be interested in seeing if there's discussion by the board of any adjustments to that based on this update regarding um uh the differential between um the budget and expenses knowing we can
provide a need-based budget. But if there are pieces from the question responses um that we want to go more in depth on um or any of the expenses or revenues that we discussed tonight, but what remind us what the plan was and then we could maybe talk a little bit about
>> So the idea is for it to be more work sessiony and less presentation-y. Yep. >> Um and kind of dive deep more into the analysis of per pupil expenditures over time since that seems to be a recurring theme. Um, so we'll provide a detailed
analysis historically of what is happening over the budgets yeartoyear. Um, and then as I mentioned, um, I'm hoping to have a state budget update. We wouldn't officially revise state revenues, but we can get an indication of the change there. Um, we'd also like
to bring forward the current year's second quarter financial report and provide you with an updated fund balance projection. um because the one-time money or the savings we project to have could come into play when making some budgeting decisions. And then um but
most of that time would be to discuss um preparing for your funding request approval that will happen one week after that. And so we'll need direction from you next week about how you would like us to build that funding request.
So, if there's any other information that would help you with that, um Jim will get to your questions, but if there's anything else, um if you could let us know today or as soon as possible so that we can prepare that would be
great. Yeah, I definitely think the discussion on per pupil expenditure I know this is a difficult one because so many things go into that um like and the more detailed it can be instead of you know cost of gas went up I know that's
what you say but so we can look at it a layered effect um I'm also I'm glad we going to see the uh second quarter um uh update and discuss address any possible
savings. I don't think we've I'm is there any I don't think there's anything in this budget book, but is there any historical data and I know this is influenced on a number of factors, but the dis the difference between budgeted and actual. I'm just curious just the
few years I've been here I feel like we have always had a little additional money and so I am curious as you look historically across either the you know the at a quarterly basis or yearly basis what that savings is and I know that
comes from a variety of of of sources um but if we could look at what that tends to look like has tended to look like historically. So, a summary of school fund revenues and school fund expenditures compared to what was budgeted. >> Correct.
>> And Maya, you probably know this off the top of your head. I mean, if we're looking at an average teacher salary of 72,000, what is what are the benefits? What's the whole package per >> uh 108,510 I believe? >> Yeah, I knew you knew that.
>> Quiz from earlier today. >> Let's quiz her. Let's just pick random numbers and see if she knows the page number. >> Thank you Mr. Ring for that information too. >> So to so back to my discussion point other pieces that you are interested in
digging deeper into be it a budget line item or a program. I know we did see um the list of things that were kind of fell into that yellow category. So, anything there you're interested in in going into, but I want to open the floor
for colleagues of of what we would be interested seeing more details on next week. I mean, I still have concerns um and echoing Miss Gilman Bennett's um concern about prioritizing studios and Lamb's and the
Ace Lambs Lane based on budget uh survey. They didn't seem to line up when we got the budget survey. So, I would love some more information on that and and the thought process that went into prioritizing that as one of our top three budget priorities.
I'm interested in understanding how all of the extra supports that we have been adding on over the years have increased our per pupil expenditures. I I know you addressed some of that in my question,
>> but I know that we've add added mental health supports and this that and the other and we love all of them, but it also makes the per pupil expenditure go up. >> Yeah, you've got a lot in there like our we we have full-time nurses at all of
our schools. um just >> there's a there's a lot that and and also we have a differential pay for registered nurses. So there's a lot of things the board has funded the years that really to me make for a really high quality
school system that all students can be successful in. And I know that um we look at students uh yeartoyear on a one day assessment that they take and that's used by the state to create
accountability for schools. But when we watch our students do their trajectory from pre kindergarten and we have a graduation rate that's better than the states and then we are also beating the state with our black students graduation
rate. What that tells me is that these per pupil expenditures that the board has invested in in terms of ensuring that students have the mental health supports they need, the concern for how students cope with their day-to-day, the
measurements we make around school climate. That tells me that students as they make their way through the system, they do learn to read. We'd like them to learn to read sooner so they have greater access to high quality programming and challenges. However, I
uh to to borrow from what was said earlier, we shouldn't be ashamed of the expenditures that we have as a school system. We are a very lean uh division services staff. We are moving away from the term central office. It sounds
static. It's located somewhere. We're not located somewhere. We're spread all throughout the school system. We're spread all throughout the schools. Everything that happens in division services directly support supports our
staff and supports our students. So we are moving away from that. Uh it it really doesn't describe what we are. Uh and or when I say we, I guess I mean and uh the outstanding colleagues that I
work with that support our schools. So, I would I would, you know, I just want to encourage the board to really think about the long game that the budget theme is for their future. We've got students that are starting with us now. And I think that if we can maintain what
we're doing, um they are in for a heck of a quality high quality experience in our schools. And I hope you see that when you go out to visit the schools and you see the students uh happy about what they're doing, proud of their work. And um so I would encourage encourage the
board to stay with where we are with our needs-based budget and we'll keep working on trying to make it efficient. Uh we we talk about organization every day and how do we if we need to eliminate something eliminate it. And look at that list of um look at the list
of the the the stoplight list of green, yellow, red. And if there are areas in there you want us to explore as far as even if they're green, they they may be something that uh we might not value as much anymore in light of the mission that we have as a school system. There's
no there's no nothing is sacred except for uh students uh reading achievement and uh early success in elementary school. So apologize for the three minutes of fame, but I just thought I would contribute that as we
close out and encourage the board. I want you to be encouraged. you you are doing you are making great decisions and I know you'll uh I have no doubt we'll continue to put students first >> and the scholar studio has come up a couple of times tonight and last week I
went to the scholar studio advisory luncheon um led um and it was led by the students and Amber Roberts and Megan as in their roles were kind of facilitated the students doing their thing And as
you walk around and see the excitement in these students and what their projects and how excited they are to get out into the community and become uh part of the community through whatever they're going to whatever field they're going to work in, if you would go visit
some of those studios and go through some of those spaces and look at those some of those projects, you would have no doubt as to the value of what we're doing there. Just to add to what my colleague Miss Osborne and Dr. Hosa said, we have
invested in making our students ready to learn. We've invested, we've tried to remove um financial barriers for field trips and other academic uh activities in the schools, which were a huge
barrier to our lowincome kids. We've added school nurses full-time, uh, which wasn't the case when I was, uh, first on the school board. We've added mental health supports, and I don't know anybody in the community who will say that that's not a a priority issue. We
have uh added security, more security staffing as well. And these are necessary elements so our kids are uh, ready to learn. I mean, a I'm we're I'm glad we're at
the point where almost every other dollar is going toward instruction, but we've been working on instruction very consistently for the past many years. And uh I think we're going to see some real gains. And I think it's very easy
to say, oh, s we're spending too much on central office and we're not really focusing on instruction. We've looked at this almost every year. Um, and you know, we have done comparisons with other school divisions. Uh, and I think a lot of the numbers are misleading
because in the past, I don't know how many years now, half a dozen, 10 years, we've moved in legal system, legal services into the department. We've put in human resources. So, we have dramatically increased our retention
rate uh for our teachers. Um, so it looks like we're bulging, you know, maybe in human resources, but we've gotten we've we've done a better job at recruiting minority teachers. We've retained teachers. We used to hire 200
250 teachers a year. We're down to about 75 or 80. Um, and we are much sounder school, I think, in the past decade than we have been. and um we've got some really terrific staff
and teachers and I think um I am looking forward to the results in the next several years. >> Thank you Maya. >> Thank you. other comments or anything else that you want us to
look at in the next budget session work session or in the in the board meeting in which we will be doing so a work session. One of the things I do want to just mention, I was think I meant to do this at the beginning. Um uh uh I had the
opportunity to join um to sit in on the the um county's um presentation and um kind of the my uh peer I guess on the um the board of supervisors, Mr. Galloway
noted just the inher inherent tension that occurs during budget t all the time in politics and in in in community service but particularly in times of budget and it's just one thing that I think it is important for us to um to you know to each other as a board um you
know in our conversations with um the cabinet in our conversations with the board of supervisors and others is that there is this inherent tension right we are all we all have the fiscal responsibility of being on the school board of holding the policy and of also
serving for our constituents which may which have children may have or may not have children. Um and I think it is important for us to have this kind of respectful dialogue that we have to lift up the concerns or questions that we see
um and to honor those that each and every one of us are saying because we are all um working to to do the best for students and staff and families. do the best for our constituents and also just continue to make sure we are being as efficient and effective as possible with
resources. So, I just wanted to say to my colleagues, I appreciate everything that everyone has said and uh appreciate um the the cabinet and um everyone who works across the county and particularly in finance to take our questions and
please take them in the way they are meant. They are meant for us to to think deeply into um what is in the budget and how do we prioritize resources, how and how do we be resp uh uh fiscally responsible while also serving um to
make sure that our children get the best education possible. So, >> do you have what you need for next week? >> Yes. Thank you. That was helpful. Um, and before I close out, just a reminder to the community that there is a public
hearing on the county's budget next Wednesday, March 4th. That's the day before our next work session next Thursday on March 5th. And again, um, stay up to date on our budget website and contact us if you
have more questions. Thanks. >> Thank you, Mara. >> Thank you so much. Any any uh trivia questions for Maya on a certain page number or a a certain piece of revenue? >> What's your favorite section, Maya? >> Are you a G2?
>> That's why I was happy when you said that. >> Thank you all for your time and attention. Um we are now moving into 7.0 other business. Um do we have any other business by the board members or the superintendent
um or uh or anything? Um, Miss Wang, I don't know if there's anything that you wanted to to say today. Um, >> yeah. Um, Miss Thompson actually prepared handouts for everyone, so I'm just going to pass those around. >> Would Thank you.
>> Um, good evening, Madam Chair, members of the school board. Uh, first, as the end of February and years, I'd like to recognize schoolboard appreciation month. From the short time that I've been a student rep, I've witnessed your tireless dedication to your constituents and students in Almo County. I've
realized that being a schoolboard member is often Got it. Thank you. I realize that being a schoolboard member is often a thankless job and I'd like to thank every member on the board for your dedication to students and families and the time that you take to hear our
concerns. I'd also like to thank you for giving students a voice at this table and for recognizing that our perspectives matter in the decisions that shape our education. Only half of Virginia school districts have policies explicitly allowing student reps and even fewer have current students actively serving. I appreciate and want
to recognize the board's commitment to incorporating student experiences. As the board nears the end of today's public budget hearing, I'd like to present student perspectives on a topic whose symptoms often come up in student voice surveys. issues that students face such as overcrowded classrooms and
halls, lack of space during lunchtimes, challenges accessing bathrooms, obstacles getting academic help one-on-one, and traffic to and from school all stem from overpopulation. This is an issue across all high schools, and as projected enrollment numbers continue to climb will worsen
over time. In order to provide in-depth student perspectives, I've conducted a couple of interviews with students across grade levels and summarized key points. Usually, I'm the one receiving assignments, but today I'd like to sign the board some homework in addition to the several hundred pages of budget that
you have to review. I invite you when reading these student responses, not only to read these students comments, but to put yourselves in their shoes and understand their context. These difficulties are what students experience every day on top of juggling homework, sports, clubs, and family responsibilities. Students have
expressed that facing these issues causes stress and frustration factoring into attitudes towards school and learning. I understand this is a complex topic with multiple factors at play and no one-sizefits-all solution, but ultimately this is a difficulty that students face on a day-to-day basis. I
ask that the board keep this in mind as the budget continues to be reworked. Thank you. >> Thank you so much. Are there any other uh superintendent or school board or committee updates um that my peers would like to
>> I'd like to give an update on the new uh Mountain View Upper Elementary School. We got a tour last week. It was amazing. The the views are breathtaking. If you get an opportunity for a tour, you should take it. >> Yeah, it was great. >> That's wonderful. I also want to thank
uh Amy and her peers. We had a probably the best uh student cabinet meeting uh that we've had so far. Just a real around a real hot topic and the kids were great. there was a lot of um a lot of passion in their conversations
describing their everyday experiences at the high schools and um I just walked out of that just see just really feeling the value of student voice and feeling their agency in those conversations and we had a special guest today it was Dr.
Berlin and uh also uh Rusty Carlock was presenting information around our proposed changes to our extracurricular policy and they they had some direct input and some really like he was he was redlining uh as they were making
suggestions. So I thought it was really fabulous to put that top layer on top of all the other feedback that he's gotten from kids and staff. So I really appreciate it and I know it's a lot for you to make time to do that. So thank you. >> Yes, it was an honor. Uh Dr. Hos invited
me to attend and um as I you have heard me say multiple times um as a board member now as the chair is um our students will guide us in the future. um the the comments and the honesty and the ideas that they shared um and the and
what they grappled with. You know, as we think about um the decisions we need to make around um uh extracurricular activities and clubs um was absolutely impressive. Um and so I was honored to sit at the table with them and learn from them.
If I may, I would I would love to ask Amy. She handed out a lovely um results of a questionnaire that she did, but if and I'm assuming Lauren, this will be put into the record. Um but if you could just summarize some of the comments. I know this is about
overcrowding at Elmer High School. Um, I guess a brief summary would be that at least at Almor we face like a pretty big overpopulation problem and some symptoms of that include like overcrowding um not getting or not being able to get academic help with teachers
one-on-one um and kind of safety concerns especially as like for fires and stuff. If we have so many people in one building it's hard for everyone to evacuate in a timely manner. >> Thank you. >> Thank you so much. Do I have any motions before me?
>> I Yes, Chair Berlin. I move that the school board of Alam Maro County, Virginia go into a closed meeting as authorized by the Virginia Freedom of Information Act section 2.2-3711A of the code of Virginia under subsection 8 for consultation with legal counsel employed or retained by the school board
regarding specific legal matters requiring the provision of legal advice by such counsel. The purpose of this item is for the school board division's chief legal officer to advise the school board with regard to the legal and safety considerations relating to a recent request from a student organization at Western Alvaro High
School to have a presentation by an outside speaker. >> Do I have a second? >> Second. >> Moved by Miss Spleman, seconded by Dr. AOF. All those in favor of moving to close session, >> I >> I
>> We will now move into close session. Um which room? >> We will go into this back room right here. Um and I'm going to estimate a 30 minute conversation. Um so as those of you know in the public, we will we will
come back to certify close session. Um uh and I'm I'm estimating at this time it would be 30 minute, but I'm not exactly sure. Thank you all. Do we have any motions coming out of the >> We do. Chair Berlin, I move that the
board certify by recorded vote that to the best of each board member's knowledge, only public business matters lawfully exempted from the open meeting requirements of the Virginia Freedom of Information Act and identified in the motion authorizing the closed meeting were heard, discussed, and considered or considered in the closed meeting.
>> Thank you, Miss Spilman. Do I have a second? >> Um, excuse me. Um, moved by Miss Spillman, seconded by Miss Lee. I'd like to do a roll call vote. Mr. Dillanbeck, >> yes. >> Miss Lee, >> yes. Miss Osborne,
>> yes. >> Miss Bilman, >> yes. >> Dr. Akuff, >> yes. >> Mr. Beard, >> yes. >> Chair Berlin, >> yes. By a vote of seven in favor, zero opposed. That motion passes. And uh is
there any other business before the board tonight? looking to my right, to my left. Um, I now close this board meeting at about uh 9:25. Thank you so much. Don't.