Good evening everyone. This uh December 11th school board meeting is now back in session out of close meeting. Do we have a motion? >> Yes, we do. Chair Akuff, 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, or considered in the closed meeting? Do we have a second? >> I second. >> Motion made by Miss Lee, seconded by Dr.
Berlin. Uh, >> Lauren, can you please call the vote? >> Yes. >> Dr. Berlin, >> yes. >> Miss Prior, >> yes. >> Miss Osborne, >> yes. >> Miss Lee, >> yes. >> Mr. Paige, >> yes.
>> Chair Akup, >> yes. And Miss Lee, do we have a motion coming out of close meeting? >> Yes, we do. I move we approve Christine Peterson as principal of Mountain View Primary School. >> Do we have a second? Motion made by Miss Lee, seconded by Mr. Page. All any
discussion? All those in favor say I. >> I. Opposed. >> Motion passes. Outstanding. Um with that, um why don't we do a roll call starting with Dr. Hayes.
Dr. Hayes, assistant superintendent of instruction. Roslin Schmidt, chief operating officer. >> Amy Wong, Almor High School representative. >> Judy Lee Ryana District. >> Graham Page, Miller District. >> Kate Aov, Jack Dwitt, District. >> Rebecca Berlin, Whiteall district.
>> Ellen Osburn, Scott District. >> Let's Rio district. >> Matthew Hall, superintendent. >> Josiah Black, chief legal officer. >> Lauren Crawford, acting clerk of the board. >> Outstanding. And who do we have? officer
>> and Pat Mclofflin, assistant superintendent. >> Thank you. Now, let us if we can stand for the pledges of pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, liberty and justice for all. And now we will have a moment of silence. It's always a sad day when we have to recognize the passing of a staff or student. But on behalf of the school
board, I'd like to dedicate this moment of silence to Savon JC Henderson who we lost last month in a vehicle accident at age 17. Savon was a senior at Elmoral High School where his mother also attended. He had a passion for football
and a great sense of humor and will be missed. Now um we have uh approval of the agenda. I move we approve tonight's agenda. >> I second. >> Motion made by Miss Lee, seconded by Dr.
Berlin. Any discussion? All those in favor say I. >> I. Opposed. Motion passes. Next item of the agenda is spotlight on education. Uh good evening uh school board members
and others um assembled here. Thank you so much for having me to speak about the Albertal Foundation for Education. Uh the Albertal Foundation for Education. Oh, I'm Natalyia Sergy, the executive director of the Alberal Foundation for
Education. Um, and it is a nonprofit that is exclusively focused on supporting Alberal County Public Schools and is governed by a dedicated board of directors from varied backgrounds but all who are uh committed to public
education. Here you can see that the mission of the album foundation for education which is to generate community commitment to ensure that each students in ACPS thrives is in alignment with uh the the
goals the mission the vision the strategic plan of uh the district and our goals also align come right out of the strategic plan uh to eliminate opportunity goals to enhance student well-being and to support teacher
development uh and retention. Our goal uh one of our ma major focuses is really to supplement the funding that comes to the public schools so that we can meet the needs of all of our students. We can support our families
and we can also support our uh teachers as well. So you'll see as I move forward um we have some goals that we have decided to move forward on in all of those buckets. The this is just a overview of the
foundation's development. It was launched in 2022. Um so it is only 3 years old. Um and just as our toddlers we are finding our legs, finding our purpose uh and growing uh as we move through the years. You can see that the
first executive director was hired in 2023. Uh the first grants that were given out were focused on supporting uh teacher uh innovation in schools and in classrooms. Uh there were grants that were focused on mental health, focused on science uh
in other areas that uh teachers were uh and other staff were working on. Uh in 2024, the foundation uh integrated the families helping families fund. Uh that was a fund that was set up for other families to support each other uh with
needs that they have. And then uh the foundation most recently co-hosted the ACPS back to school bash and we've supported the fall and winter mobile markets that just took place in November and December.
So just a little bit about the fall winter uh fall and winter mobile markets. Uh the fall mobile market was an opportunity for us to support families uh with food items uh that they might need. Uh our families who
participated uh at the Lambs Lambs Lane campus uh were from all across uh the county. So that campus opened up uh and any any families could come uh to that location and we did have families that came from across the county. Um while at
Woodbrook, families received uh the the same items up there, but they also received produce in their boxes. And out at Red Hill, uh they had a mobile market where uh community partners provided them with full Thanksgiving meals.
AF uh so the Amal Foundation for Education that we we shortened it to AF um supplied the 76 turkeys to Woodbrook. Um the the whole mobile market was kind of organized and set up by our communities and schools program. And
because Woodbrook didn't have a communities and school staff yet, um the foundation was able to step in and fill that gap and really work with their staff to support them in uh having the the turkeys that they needed, also
organizing, prepping, and distributing uh the food items to families. Um overall we were able to serve through this partnership. We were able to serve 263 families uh across our county. And we are thankful for the partnerships
with uh communities and schools, the Blue Ridge Area Food Bank, Movement Church, Integrity Mentoring, and the Elks Club who all helped with our fall mobile market. for the winter mobile market. In addition to food items, we
were also able to add um grocery store cards. The foundation received a gift through the Charlottesville Area Community Foundation. Uh and we were able to offer over 500 uh store uh gift cards for families to be able to
supplement. We also set aside um a portion of those cards um to get uh restaurant cards. So, um, cards that families who are h unhoused and are living in motel where they don't have the opportunity to cook, um, to be able
to go and get some food and, um, you know, for the short time that they are in their hotels until they can move into a more stable setting. Um, the communities and schools program added to that a coat and winter wear drive and we're able to provide those to families.
And again, uh, we families who came to the Lamb's Lane campus could come from across the county. Uh, we also at the end of that event, we also had families um that had not signed up, but their friends had told them that it was
available and they were in need and so that we were able to serve them as well. So, um I just wanted to share a little bit about some of the priorities and um areas that the foundation is going to focus on. Um we as a board came together
and decided upon these uh priority areas last week, so they are fairly new, but you will be hearing more about them as we get up and going. So, under our eliminating opportunities gaps, we want to continue to um support the sustainability of the communities and
schools programs. I know that you have heard from them and you have seen their progress and the efforts that they are making. And so, we want to stand with you to support that and to grow that in our county. Uh we want to under enhancing student well-being, we want to
continue to support uh basic and essential needs such as food security and also we're moving into dental health through a partnership with the Lamb's Lane uh campus uh dental task force. We also want to expand the awareness of our
families helping families fund. Um it's not really well known, so we want to continue to grow that so that families know that they can support their neighbor. Uh we are also looking at supporting teacher development and retention. We've been doing that through teacher appreciation events. Um
supporting the grill and greets um helping with uh donor's choose um projects from the classroom, some gift certificates that were given out to teachers uh to allow them to either take care of themsel or many of them are
taking care of their students with those gift certificates. So we want to continue to do that kind of appreciation for teachers but expand our work into supporting them as they continue to be lifelong learners while they are supporting their students to become lifetime learners. So we want to move
into an initiative where we can um give out scholarships to teachers and remove barriers uh for them getting their credentials, their licensing and just support overall workforce development. So you'll be hearing more about that as we launch that and move forward. And
then we want to continue to support community engagement and be a representative there. So, uh, continuing to work on the back to school bash, the mobile markets, um, partnering with like the Lambs Lane campus dental task force
and other community groups um that are doing things that support our students or in areas that we want to um, move into. Uh, and then we are also working on just our growth as well. So building the awareness of the foundation uh being new
uh that takes a lot of time to build up um your reputation let people know what you're doing. So we are continuing to do that through work such as uh being promoting more working on um revamping our website um connecting with other
community organizations. The the board member recruitment is an area that we will launch in February. Uh so if you uh can think of anyone who would be interested in this type of work and supporting the county in this way,
please when we uh put this out, we will send you some information that you can send out to your networks. Partnership development, just making introductions and sharing opportunities with us where we can get involved. And then we definitely need to increase our resources. So definitely increasing
funding so we can do the things that we want to do to support the schools, capacity building. Um I'll have some interns from UVA and VCU joining me. Um we are open to volunteers that want to work with us as well. And then of course
building partnerships. So in that uh QR code there is just a link to our website where you can learn more. Um just note that it might be changing. So you might look at it this month, it might look different in January. Um, but our work and our
commitment is the same uh to the county. So thank you for giving me this opportunity to share more. And I don't know if I can ask for questions. >> Does anyone have any questions? I know Dr. Berlin and I are on the board of the
foundation, but do any does anyone else have any questions? >> Yeah, quick question. Um, you mentioned that there were five locations for the winter market. >> Yes, sir. >> Exactly. Where were they? >> Uh, Red Hill, Woodbrook, and then the
three Lambs Lane schools came together >> and they were outside of Jouri. >> Okay. >> Um, I have had um requests from other from actually families from other schools uh for grocery cards. We do have
a few uh left over. So I will work with different schools to make sure that families get those. And I had a family that actually called me from uh Almor High School. So I was able to refer them to the communities and schools coordinators because they still had a
few left over from the event. >> Thanks. >> Thank you very much, Italy. >> Thank you. >> With that, we move to school board and superintendent business. And I would like to invite
Mr. Paige down to the front with me. >> And I would like to invite Miss Prior down to the front with me. As some of you know, Mr. Paige is retiring after at the end at midnight December 31st this year from from the
school board and I have a resolution uh honoring his service. Whereas Graham M. Paige, a lifelong resident of Esmont, Virginia and proud graduate of Jackson P. Burley High School, has devoted his life to education, community service,
and the students and families of Albamarl County. Whereas, Mr. Paige brought to his schoolboard service the experience and wisdom of a 30-year teaching career, including 25 years as a science teacher at Jack Jwitt Middle School and Western Elmoral High School,
where he inspired countless students through his passion for learning and belief in their potential. And whereas Mr. Paige was first elected on November 2nd, 2015 to fill an unexpired term representing the Samuel Miller
Magisterial District and for the past 10 years has served with dedication, humility, and an unwavering commitment to educational excellence for all students. Whereas throughout his tenure, Mr. Paige championed the principle that
all means all. Working tirelessly to close the opportunity and achievement gaps, advance equity, and ensure that every student, regardless of background, circumstance, or school, receives the highest quality education that Elmoral County Public Schools can provide.
Whereas, Mr. Paige has been a steadfast advocate for attracting, developing, and retaining excellent educators and for strengthening the partnerships between schools and the communities they serve. And whereas this is he's this is long
because he's been here 10 years, right? Um he has uh whereas he represented Elmoral County with distinction at the state level including his service on the Virginia school boards association board of directors as regional chairperson for
the central region. Whereas Mr. Paige has enriched Elam Maro County through his deep civic commitment, including service as a trustee, a Sunday school teacher and musician at New Green Mountain Baptist Church, membership in 100 Black Men of Central Virginia and
the Grand United Order of Oddfellows, service on multiple community boards, and decades of mentoring and support for youth in the Samuel Miller District and beyond. And whereas even as he completes his final term on de here it is December
31st 2025 Mr. Paige has expressed his continued determination to advance equity and improve outcomes for black students affirming that his work does not end with his schoolboard service. Now therefore be it resolved that the
Albamarl County School Board expresses its profound gratitude for Graham M. Paige for his decade of dedicated service, principal leadership, and unwavering belief in the potential of every child. And be it further resolve
that the board honors Mr. Paige's extraordinary contributions as an educator, mentor, advocate, and community le leader and extends its heartfelt heartfelt appreciation for the integrity, compassion, and steadfast
commitment he has brought to students, staff, and families of Albamarl County. And be it finally resolved that this resolution be recorded in the minutes of Alamar County School Board and presented to Mr. page with the board's sincere thanks and best wishes for continued
success and fulfillment in the work he so passionately continues. Thank you so much. >> Tonight we also recognize Miss Leslie Prior who has faithfully served the Rio Magisterial District since her appointment in January following the
passing of our colleague Chuck Pace. Stepping into this role during a time of transition, Leslie brought the steady perspective of a lifelong Albamar resident and the heart of a public servant. Her background in public safety, mental health services, and
community support enriched our conversations and her commitment to ensuring that every child in our county has access to highquality inclusive education has been unmistakable. On behalf of the board, we thank Leslie for her dedication, her thoughtful
engagement, and the grace with which she has served this year. Thank you. >> You can't. You're hungry. And thank you again, Mr. Paige and Miss Prior, for your service. Um, the next item, I believe that our student
representative, Miss Wong, has some information to share with us. >> Thank you, Cherry Cuff. Um, I believe all the board members should have like a chart that has student feedback on it. This won't you make sure you're talking
sort of screaming into this thing. >> As the semester wraps up, students I've spoken with have reflected on their experience at AHS. From making sock monkeys to donate to elementary schools and National Art Honor Society to fall sports seasons wins to the production of Arttown by the drama department to the
jazz band dinner happening right at this moment. And that's a collaboration between culinary art students in the jazz band. Students have celebrated successes both personal and academic. With successes, however, come opportunities for improvement. As a board goes into budgeting season, students have given feedback on
investments the county has made and have given suggestions for further investments. Through a student survey, I've identified a few of these and have organized them into a chart with student testimonials and data. Without going too in depth, I'll quickly recap some of the major topics students have mentioned. An
issue that the board is familiar with is a topic of overpopulation. And this is something that students have brought up as well. As you can see on the chart, 53.2% of students say uh that this was a major issue impacting them greatly. On the left of the chart, you'll see some symptoms of this concern, including
cramped hallways, lack of parking space, lack of physical space at lunch times and other gatherings, and traffic preventing students from leaving school parking lots for sometimes up to half an hour. Students suggested solutions about possible investments to combat this issue can be seen on the right. Another
concern regard safety and movement regulations. Students have provided feedback on the implementation of investments such as the metal detectors and the smart pass system. And while students appreciate their safety being taken into consideration, students have expressed that improvements could be made. Furthermore, students have
regularly encountered issues with the smart pass system and have communicated stress over using these passes. Again, student suggested solutions are on the right of the chart. Other areas uh for investment that students have brought up for consideration are increased mental health support and increased riding classes. I'd love to add that throughout
this survey, students have reached out to me, saying that they are more than willing to help and have asked how they could assist with creating positive impact at their school. Um, we hope board members can keep and concerns in mind when considering future actions. Thank you. >> Thank you, Miss Wong. Have you made sure
that our clerk has a copy of your survey to put into the record? >> Yes. >> Thank you. Anybody have any questions, comments? Thank you for this work. Um, as you know, our our one of our topics in the
past couple weeks has been uh over capacity at our schools, particularly album. So, your survey was quite timely. Thank you. Um, the next item of business, Dr. Hos. >> Yes, Dr. Thank you. Just have a quick uh
update from Dr. Mclofflin. >> Hey, good evening board members. Pat Mclofflin, assistant superintendent for strategic planning. Uh I'm here tonight because the VDOE at long last has uh released this week the statewide results for the school performance and support
framework. Uh and I'd like to take a couple minutes to update you on those results. Uh you should have before you our region 5 snapshot. Uh a lot of the information that I'll speak about tonight comes from that report. So, as you know, schools are expected to
maintain a framework rating of 80 points or better. Those with a rating of 90 points or better earn a distinguished designation, and those with a rating of 80 to 89 are considered on track. Schools with a rating of 65 to 79 are considered off track and below 65 are
rated as needs intensive support. Schools listed as offtrack or needs intensive support are eligible for grant funding to provide greater levels of service to help them improve in mastery growth and readiness. There are many bright spots in these results as well as areas for continued growth for our
division. So, first the bright spots. Twothirds of all ACPS schools met or exceeded Virginia standards on par with the statewide results of 66%. Onethird of our schools received the distinguished designation outpacing the state results of 23%.
ACPS also ranks among the jurisdictions with the highest percentage of distinguished schools among those with populations above 100,000. At the regional level for region 5, ACPS had the four highest scoring elementary schools. They are Brownsville, Murray,
Ivy, and Stony Point. And Brownsville score was the highest in the entire state of Virginia. Murray ranked highest in the region for mastery across reading, math, and science. Ivy and Brownsville were in the top five for each subject as well. Red Hill ranked at the top for growth in reading and
Brownsville earned top honors for growth in math. Ivy led the region in readiness. At the middle school level, Henley Middle School was our highest performer uh in the region and the only middle school in the region to earn a distinguished designation. Lakeside Middle was ranked as the third best
performing middle school in the region. Henley was the top middle school in mastery of reading and science and second to Lakeside for Mastery in math. Lakeside also ranked in the top five for mastery of reading and science. Burley Middle was among the top schools for growth in reading and Lakeside for
growth in math and English learner progress. Journey Middle and Henley Middle both ranked among the top five regionally for chronic absenteeism. All of our high schools met or exceeded standards which with Western album and Community Lab both receiving distinguished recognition and
Montichello and Albamarl remaining on track. Western Alamar's ranking placed them as the highest performer regionally and Western also topped the list for mastery in reading and was second for mastery of science. Western Almar Montichello and Albamarl were the top three schools in the region for college
enrollment readiness. While we're extremely proud of these bright spots, there's also room for improvement in our division. At the middle school level, Burley narrowly missed the 80 point standard with a framework score of 79.9, putting it off track. And four elementary schools fell below the
standard. Agar, Scottville, Greer, and Woodbrook. Additionally, because of the lower performance in some membership groups, such as economically disadvantaged students, English learners, students with disability, or students of color, some schools had their framework rating downsized, a
downgraded by one category. Specifically, Crosseé, Stone Robinson, and Mountain View were downgraded from ontrack to offtrack, and Agnar and Greer were downgraded from offtrack to needs intensive support. The VDOE also identified Woodbrook as requiring
comprehensive support and achievement for the school as a whole. Because this is a new state performance measuring system, we are still learning what types of adjustments we need to make. However, the new baseline measurement will allow us to identify where we're experiencing progress and where improvements need to
be made going forward. Based on the data released by the VDOE, we believe we're well positioned as a leader in public education. Looking ahead, we will continue to focus on progress for students with disabilities, English learners, economically disadvantaged students, and students of color. This
includes continued emphasis on consistent curriculum and assessments at the classroom level, expanding tutoring and intervention programs, and intensifying family and community engagement. As part of of our of our data-driven decision-making approach, we will rely on this data and other
critical findings to inform high impact decision-m across classrooms and schools. Thank you for your time this evening. >> Thank you. >> Uh thank you Dr. Mclofflin. Anybody have any questions? I have >> a question. What types of supports is the state giving to this to the district
particularly for those schools that are considered off track or needs intensive support? Are we getting additional funding? >> So it's a it's a somewhat unclear at this time. I can tell you what uh what has happened historically is that schools with those federal designations have qualified for grant funding. uh and
and I think that was between $50 and $75,000 that they can use for um additional hours for tutoring, they can use for curriculum alignment, uh things like that. There's typically a state monitoring component where we work with the DOE and submit uh documentation of
the work that the schools are doing to uh to work on improvement. Over the years, we've tried to align our uh improvement documents like our school strategic planning documents and our 90-day planning documents to align with the VDOE so that we so that we're already kind of doing that work
regardless of their designation, >> but it doesn't sound like the state is providing any additional resources or funding. >> We So, so again, we should be eligible for some grant funding. What we haven't since this is so new, they haven't met with us yet to tell us exactly what that means or when we might see that. uh it
is awfully late uh to get this information for this year. Uh and there's typically a a sunset date for when we can use the grant funding by. So with each day that passes that becomes a little bit less effective. >> When would we typically have gotten this information? >> Uh August uh September at the latest.
Usually >> it's pretty hard to run a school system when we get a data like this from the state so late I assume. >> Thank you Dr. The next item on our agenda is public comment and Dr. Berlin will be managing that.
>> Good evening everyone. We welcome public input at our schoolboard meetings. To sign up to speak during the public comment period, you can do so in several ways. Online, sign up is available from 9:00 a.m. on the Monday of the meeting week until 2 p.m. on the meeting day. By phone, you can call the school board
clerk's office to sign up until 2 p.m. on the meeting day. and in person. Sign up at the meeting is available from 6 PM until the public comment period for inperson 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 where there are 14 or more speakers. This evening we have five speakers. 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 material to the clerk. The school board will use a time tracker to to time 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 hands instead. Debate with the school board is not allowed. And the projection system is for staff presentations only.
As I mentioned, we have five speakers. Emily Mthone, Jimmy Belaloo, Daisy Rojos, Christine Hoof, and Diana McKielle. And just always remember, as I had to when I spoke there, to adjust the mic so
it comes closer to your mouth. Thank you. Uh my name is Emily Mathon and I'm in the Rio district and I'm speaking tonight on access to disability evaluations as an officer of family council as you will hear tonight from
the SEAK annual report. Uh we conducted research as family council last year uh with families who had requested an evaluation of a potential disability for their child and we wanted to share some of the examples of uh words directly from families um about specifically the
referral process. So I'm just going to be quoting families um from our research. It has been our experience that ACPS makes the process of being approved for an evaluation very difficult. The next one process is not readily
available or understood for parents. ACPS has many hurdles in place to try and not provide testing or services including stressful and intimidating meeting environment instead of a supportive atmosphere. Getting your child the help they need shouldn't be so
hard. Not us versus them, but team effort in the best interest of the child. The next quote, "There are no quick reference charts, explanations, step-by-step guidelines to walk someone through the process, which is extremely
frustrating. You either have to have been through the process before, know someone who has, have a staff member explain it to you, or fumble through it, which often leads to delays in the process, and obtaining services for your child. Some parents don't understand."
This is the next quote. Some parents don't understand the process and need real help understanding it. I was left feeling like there was no help for my child. So again, you'll hear later tonight um from the SEAK annual report um some recommendations and we encourage
you all to follow the recommendations and make improvements to better serve kids with suspected disabilities. Thank you. >> Thank you very much. Our next speaker is Jimmy Belaloo. Hello, I'm Jimmy Belaloo, the Scotsville
district. Um, just to follow up on the last speaker, um, I was not aware of that survey, but I do fall into that category. It is a tough process to get your kid any assistance to the county. I've been fighting for five years. I have a child with autism and it has been
a struggle. The county has not made it simple. But that's not why I'm here. I'm here today to um in case you haven't seen it, I filed a multi-million dollar civil complaint against the county school board, the principal and assistant principles of Stone Robinson Elementary. I've communicated with the
council here back and forth. Um at the end of this, they made unsubstantiated claims to CPS. I see you two received awards. Your holiday season is great. Mine isn't. I have police show up in the middle of the night to my home just outside of Glenmore. I've had detectives
come by. All of this could have been avoided, but the principal, I'm sorry, the assistant principal at Stone Robinson just went on to make an unfounded allegation. So my question to you folks sitting here at the end of the day, this was unfounded. Who is
responsible? Who is going to make it right for me and my family? How am I to go next Thursday to Stone Robinson and go on a field trip with my student when the whole staff there knows that they made a false allegation of child
neglect, abuse, whatever it was. So that's my question to you folks here and I will give Miss Osborne a world of credit. She is one of the only people here that will respond, pick up a call or phone you back. That's my only question. I do have a
copy of the civil complaint if everyone would like a copy if you have not seen it. I have enough for everyone. I was also promised footage from the transportation department um from the school system itself, but the attorney has seemed to back that statement up. He
walked that back. They won't release the footage from the bus and I know it is readily available because I have seen it within the school system myself. Um any takers on the formal complaint? It should have been served by the sheriff either yesterday or today. >> You may leave that with the the clerk of
the court. >> All right. >> Thank you so much. >> Our next speaker is Daisy Roas. >> Just I'm sorry. One one more thing. >> I do want to announce I will be running to discuss from school. I'm I'm sorry. I'm
>> I'm sorry, but your com time time has finished. >> Um, so I'd like to remind those of you who don't know that I was one of the two people that started the families helping families fund and happy to share with you a little bit more about what I know
uh about the special education process as well as some of the quotes from uh the families that responded to the survey. Um, we'll start with the quotes. on denials of external testing. We paid over $5,000 to have her tested by an external organization. They
provisionally diagnosed her with dyslexia. The school then told us that they wouldn't test her because the diagnosis was only provisional. On denials of parent input, my daughter's note takingaking in fourth grade is illeible to both her and everyone else. When I showed this to admin and the sped
team, I was told that our society is moving away from the written word and that she can just use voicetoext in writing isn't important on denials due to fuzzy academic thresholds. My child was not considered to be crashing and burning words used by the school principal and my meeting and our
daughter was denied because we were told there was not enough academic impact. She would have to be more than two grade levels behind in order to do an evaluation. Another we were told we had to stop all tutoring at home and if she stops making any progress then they would look into it further. So my child
is already a year behind and I'm told again to stop doing anything and let her continue to struggle on behavior. I have heard tell that if a child is not a behavioral challenge in the classroom it is hard to get them evaluated. I am lucky, their words, that my child has
presented challenging behaviors in the classroom because teachers and staff are more proactive in requesting evaluations. Families are eager to partner with educators. Thank you for holding ACPS accountable for making changes. As many in this room know, I've had some
experience working with Almor County Schools. Not only was I a student myself, but also a parent of four children who were uh who have gone through the schools. I published articles on desperate treatment for special education students and students of color. I also have a master of
education and served under Jonno Alcaro as chair of the long range planning committee for the schools. As these quotes I've read demonstrate, our district continues to struggle with both identifying students in need of services and subsequently providing those services to bring about appropriate and
equal access to education. I personally experienced a difference in identification for my students who were K5 versus my students who were 5 to 12th grade. There's a difference in the grant funding that's provided and therefore a difference in identification. Roadblocks
to identification causes an expense to our community. Many parents hire legal services to press schools into providing IDA mandates. In the short term, this means the school budget itself must pay for and maintain legal counsel
as well as afford fines, reimbursement, and private school tuition. In the long term, students who are excluded and left out of education appropriate to their needs become a lost potential for our community. >> Thank you so much. >> Thank you,
>> Christine Hoff. Okay. Good evening, Al Marlon County board members. Um to correct you on my last name. It is Hal House. >> Um I represent uh Lakeside Middle School. So correct me if I'm wrong with
the magisterial district, but I believe it's Rio. If it's not Rio, I apologize. Um I also this evening am speaking in regard to the access to disability evaluations for family council um specifically the delays in getting a
child tested for potential disabilities um within Almar County. Um the quotes um there are months of delays and meetings. It's like pulling teeth to get an evaluation. Another quote from a family member. Um, I feel that at every turn it
seems like ACPS actively has tried to discourage or prevent me from having my child identified. Um, another quote, I believe Almor County uh relies on those of us who can afford to pay for occupational therapy, reading, tutoring, speech, etc. All out of pocket to fill
in the gaps because the need is overwhelming. um a direct quote from a parent that says during one of the meetings for a 504 plan, the school psychologist said, "Okay, so he probably won't become an author." Um but that doesn't necessarily
mean that he needs a 504 plan. Um which then the parent explains to the staff that even if the child doesn't become an author, the child still needed to be able to write in a way that gets his teachers to
understand. and he ended up getting a 504 plan and he is now in college and that's thanks to the fantastic teachers in Elmar County um that made that child become a better writer. Um, in another quote, "I'm glad that we had resources
to enroll her into a different school rather than going through the ISP process that in a way it shouldn't have been necessary, but it made me angry and upset and frustrated to know how my child needed help, but I couldn't get her what she needed." And I'm going to
end very briefly. I have a child who has ADHD. Um, she also has other specified trauma and stressor disorder. I, as a parent, had an IEP growing up through the school system. I'm very thankful for my teachers and my advocates that were
right there by my side. But I, too, when getting my daughter evaluated for her IEP, it was like pulling teeth. And I did have to go to the superintendent and I sat in a meeting with him and I
made sure that my daughter was evaluated for an IEP. And it took years, not just from when she was in kindergarten. She finally got evaluated when she was in second grade. And it was right at the end of second grade that they said, "You know what? She has mild ADHD."
So, thank you so much for your time. >> Thank you so much. And our last speaker today is Diana McKielle. Good evening. I am Diantha McKielle from the Jack Jew
District and I'm here as a citizen not representing the board of supervisors. Um, I wanted to present you all with two initiatives that I have been shephering through with the school system for one for about six months and one for since
2024. Um, in both cases, Superintendent Hos and County Executive Jeff Richardson are aware of the uh initiatives and are appreciative of the work. Recognizing that I'm not asking for any money from the school division
or county government. Um the first initiative is the Lamb's Lane campus dental task force and I left at your places the summary of our last 16 months of work so that you can read that at your leisure. I do not have enough time
tonight to go through it. Um, but you will you'll see the summary report and um you'll also see a separate flyer that I've left for you that we use. And on the flyer, you'll list you'll see the list of the task force members. And as
you notice, um, Eileen Gomez and Natalyia Sergy is they are both members of our task force and they're in the audience tonight. So, this is a good homecoming for the task force tonight. Um the bottom line is that I to I was
over in 2024 at on the Lamslane campus touring a couple of schools and asked the principles if they had their brothers what would they wish and two of your principles said dental services for their children and the schools. So we
started a task force and we've been working to alleviate that problem. The other issue we discovered as we were going through this process was that part of the issue is a lack of dental hygienists in our community. And so the
task force has been working with PBCC. And I'm happy to announce that Dr. Renan believes that she's going to be able to have a dental uh hygienist program open in the spring of 2026. So we're coming up pretty quickly and
we're really happy about that. And maybe I misspoke. Maybe it's 27. You know, my brain is old, but it's spring of 27. As soon as I said that, I thought that's not that's too fast. But anyway, good work. I'd love for you to see what we've been doing with the students in your
school system. Um, and the second initiative is, as you all are pro, I'm almost out of time. As you all are aware, I've been doing artwork all through my district. Hydrants, murals. Matter of fact, I have two murals that your students at Alma High School
painted uh in my district. So, um trying to get another um art project planned. I am right now we have permission from VOTE to wrap in art those big metal boxes that have graffiti all over them
that have the stoplight um uh connections. So, we're going to be wrapping those and your students at center 1 are going to be doing the design. And with that, I'm almost through. If you have any other questions, let me know and I'll be happy
to chat. >> Thank you very much. We appreciate it. >> It's hard to >> Thank you to everyone who made public comments today. We appreciate um your civic um expression of voice. Does that conclude?
>> That concludes our public comment for this evening. >> The next item of business is approval of the consent agenda. >> I move we approve the consent agenda. >> I second. >> We have a motion by Miss Lee, seconded by Dr. Berlin. All those in favor say I.
I. Opposed. Motion passes. And now we move on to school division business. The first item of which is a special education advisory annual report. And I know we have one person here in person and perhaps one
>> one via phone and Zoom. I think vote at some sort of thing. But who do we have up first? >> Good evening, Chair Auff, school board members, Dr. H, and cabinet members. Um, my name is Ashley Strusk and I am the
director of special education. I'm here tonight to introduce members of SEAK, which is the special education advisory committee. This committee is a group of dedicated individuals composed primarily of parents of children with disabilities who represent the schools in our division. Their primary responsibility
is to inform the superintendent and school board on the needs of children with disabilities educated and served by ACPS. CAK is valued by myself and the special education administrative team as they partner with us throughout the year to provide and share feedback and ideas that guide us to improve our division's
special education services. Chris Seaman and Jessica Allen are the current co-chairs of SEAK and are here tonight to review with you the SEAK annual report. I'm going to turn it over to Chris who is actually the one that is on the phone or Zoom or something.
>> Yeah. >> Okay, great. Thank you. Uh, good evening. My name is Chris Seaman and I am one of the co-chairs of the special education advisory committee this year as well as the CAK representative for Henley Middle School.
In person with you tonight are my SEAK colleagues who I'd like to ask to stand and be recognized for their contributions. I regret that I'm unable to join you in person tonight due to a family medical issue. All right, go to the next slide.
As you may know, each school division is required to have a SEAK under state law. SEAK's charge is to advise the school board and the local school division on the needs of education of children with disabilities and to participate in the development of priorities and strategies
for meeting those needs. As part of that process, RCX submits an annual written report to the school board which you received last month. This presentation is intended to discuss or identify issues and recommendations and to help answer any questions board members may
have about them. All right, we go to slide three. CK has taken a datadriven approach to identifying issues and making our recommendations. We have used a variety of data sources listed on this slide, including a survey of special education
families here in Amoral County, data from the state on standard of learning assessments, data from the school division's own annual reports, and a separate survey conducted by family council with the assistance of the community solutions clinic at UVA School of Law.
I'm first going to highlight some of the key findings from CAX survey of special education families. This is on slide four. This was the third consecutive year of administering the survey and the second asking the same question so we could have a year-over-year comparison. We received a record number of responses
this year, 374 representing 18.5% of students who received special education services in ACPS. First, we asked families, this is slide five, who had a child with an IEP whether special education was helping
them meet their academic goals in two key areas, literacy and math. For literacy, 69% of families responded positively. That's the green and blue sections on the chart, up from 58% positive last year.
For math, 56% of families responded positively, up from 52% last year. If you can turn to slide six, please. Next, we asked families of all children receiving special education services, both IEPs and 504 plans, about whether
the general education program was helping their child meet their academic goals. For literacy, 64% responded positively, which was about the same as last year, while 28% were negative or neutral. Similarly for math, 59% of families
responded positively, which was nearly identical to last year's figure, while 31% were negative or neutral. Go to slide seven, please. We also asked families about their satisfaction regarding how well their
child's behavioral and social emotional needs were being met at school. For behavioral needs, 72% of families responded positively, which was an increase of 6% compared to last year. For social emotional needs, 72% again responded positively, a 4% increase over
last year's survey. Okay, we can go to slide eight, please. Another question for families with a child who has an IEP were asked how often their child's special education teacher communicates with them. 44%
responded either daily or weekly, while 39% responded monthly or quarterly. 10% said only once per year, and 7% said they never received the communication from their special ed teacher. Slide nine, please.
For concerns regarding their child's special education services, the vast majority of families, 86% knew who to contact and a similar number, said they felt comfortable expressing their concerns. However, less than twothirds of families said that they were satisfied with the response that they
ultimately received. Can I turn to slide 10, please? Cak also look closely at results on the state standard of learning assessments conducted annually. One of the key things that stands out in this data are the large and persistent achievement gaps and pass rates between students
with disabilities in ACPS and the total student population. For example, for English reading that that achievement gap has been about 30% for the past 3 years. Slide 11, please.
Similarly, for math, students with disabilities have had a 27 to 28% achievement gap in pass rates compared to all ACPS students for the past 3 years. We are pleased that the pass rate for students disabilities has increased a total of 6% over this time, but the pass rate for non-disabled students has
also continued to increase. that the gap persists. Slide 12, please. We also compare the performance of students with disabilities in ACPS to all students statewide with disabilities. The key finding here is that ACPS has
been within a couple percentage points of the state average for all three years in these pass rates. For reading, last year, ACPS was 2% above the state average, which represented a slight improvement over the previous year. However, this is only a district-wide figure and some of our schools are
performing considerably worse than the state average for students with disabilities. For instance, in data released this week by VDOE, only 19% of students of the disabilities at Woodbrook Elementary passed the reading so last year. Indeed, five out of six Title One elementary
schools in the division fell below the state average for students with disabilities on English pass rates. Slide 13, please. Similarly for math, ACPS has been close to the state median of students with
disabilities and pass rates with a slight upward trend. Last year, ACPS was 2% above the state state average. Again, however, there is a lot of variability based upon the particular school. For example, students disabilities at Brownville had an 87% so pass rate,
which is over 40 percentage points better than the state average. But students with disabilities perform significantly below the state average at most of our title one elementary schools including Mountain View Elementary which had a pass rate of 19% and Scottville at 20%.
In particular, I want to flag that six schools in our division were marked down a level on the Virginia school performance results released this week based upon federal federal accountability metrics specifically due to the need for improvement of education for students with disabilities.
I am now pleased to turn the presentation over to my colleague and CI co-chair, Dr. Jessica Aller. >> Can everybody hear me? Okay. Wonderful. Uh, thank you, Mr. Seaman. I know we're all very thankful you've volunteered your time and expertise to lead SEAK
again this year. Um, and thanks for joining us tonight. It is very daunting time to be a parent whose student depends solely on special education in the current federal landscape. Before we proceed with our suggestions for ways to make
improvements, I first just want to take a minute to thank the school board and Dr. Hos and the central office um for your continued commitment to our disability community. While it's always appreciated, this year feels especially impactful that we continue to stand together to change the outcome for all
of our learners. So, you've heard Mr. Seaman share the dis uh disparity in so scores and the achievement gaps. And following me, you'll hear Dr. Evans share about the disproportionality and discipline. While each of these parameters is obviously
multiaceted and complex, one budget item that does have the potential to improve both is the addition of two positions, a second learning specialist and a second behavior specialist. While we know budget constraints are still in place, this is the third year we've asked for these positions and
respectfully, our teachers and learners can't afford to wait another year. We've heard from a teacher who had requested support in August from the singular learning specialist in reading instruction for student and CBASE. And as of mid November, over three months later, that student and teacher were
still waiting for that support. As you all know, we have over 2,000 special education students and 133 special education teachers. That's broken down as 55 generalists, 35 teachers for Abase, 17 for Bbase, and 26
for Cbase. It's hard to imagine, no matter how good these specialists are, that one learning specialist and one behavior specialist is enough when those 133 teachers reach out to get help for their students. These two positions also
have the capability uniquely to serve our general education teachers and they also serve all students in special educations whether they have a 504 or an IEP. We'd als we'd also like to request again this year that special education TAs be
given compensated time to communicate with teachers and take part in the planned learning communities. The feedback when we requested this last year, and I'm paraphrasing, was that there simply wasn't staff coverage for this because the TAs were needed to be with the student. You could say that in
fact proves the point we're trying to make. Sped TAs are so critical to our students that we have to find a way to provide additional communication time for them to share their input and their expertise with other members of the co-eing team. And now I'm honored I get to introduce
our next speaker, a developmental cognitive neuroscientist as well as a seat community representative, Dr. Tanya Evans. Thank you, Dr. Allen. Okay, good evening. Everyone hear me? Yeah. Great. Tonight I'm here to present
data from the 232 24 and 2425 academic school years on the issue of exclusionary discipline as it pertains to the special education community here in Alberal County. The quote here was pulled from a report issued by the Institute for Education
Sciences or IEES which is the nation's leading resource for rigorous independent education research evaluation and statistics. It states, "Research reveals that the use of exclusionary discipline policies
and practices involving in and out of school suspension and expulsion could lead to long-term harmful outcomes for students who are frequently excluded from learning environments. Exclusionary discipline increases the risk of academic failure, school
dropout, and socio emotional and mental health problems. Sorry. No. >> Oh, is it just the >> What's the Where's the clicker? Just the Sorry, >> I just use this guy.
>> Oh, that one. Sorry, I was going up and down back and forth. Sorry, guys. Um, okay. Uh so highlighted in the 23 24 equity table here via red circle in the bottom row of the disparity in exclusionary discipline for students
with disabilities. The left column in blue shows that the total count of prek students or prek to 12 students in the division with disabilities was 1,930 which comprises 14% of the total students. As you can see in orange in
the second column, students with disabilities accounted for 138 or 34% of out of school suspensions. And in the third column, 253 or 40% of total incidents of out of
school suspensions. As shown here in the 2425 equity table in the bottom row first column, the total number of students with disabilities in the division went up to 244. The percentage of students with disabilities remained the same at 14%.
Shown in the second column in orange, the total number of students with disabilities receiving out of school suspensions went up to 153 with the percentage going down slightly to 32%. In the third column, you can see that the total incidents of out of school
suspensions went up to 329 and the percentage of those incidents occurring for students with disabilities remain the same at 40%. Shown in this bar chart in 2324, students with disabilities accounted for 7.2%
the left bar of out of school suspensions compared to 2.2% 2% in non-disabled students. Right bar in 2425, students with disabilities accounted for 7.5% of out of school
suspensions compared to 2.7% in non-disabled students. Even though there is slightly less disproportionality across these two academic years, the total number of suspensions has increased over this time. This includes both the number of
students suspended as well as the total number of suspensions. This applies to students across the board and students with disabilities. The large disparity between students with disabilities relative to
non-disabled students remains. Our recommendations to address the ongoing issue of disproportionality in school discipline are as follows. Number one, a comprehensive legal and policy audit of student discipline
policies and practices. Number two, a strengthening of data transparency and monitoring. Number three, full sustained implementation of divisionwide restorative practices. Our recommendations regarding training
and transparency of data regarding SRO's are as follows. Number one, mandatory training for dealing with students with disabilities in theou. We are grateful that this has been heard and included in theou which was released
after the submission of our seak report to the schoolboard. Thank you. Number two, advanced training for identifying and responding to students with disabilities andor students with mental health needs. In our SEAK report, we have identified
specific researchbacked highquality training programs that we recommend for this advanced training. Number three, greater transparency via monthly SRO incident and outcome reports. We request that these reports contain data on the
demographics of students receiving disciplinary action, including data specific to students with disabilities. We SEAK and family council look forward to reviewing this data on a regular
basis with ACPS and ACPD. Thank you. Greetings. I am Oops. Let me move this. I am Heidi Gilman Bennett, a volunteer leader of family council. When you are the parent of a child who is really struggling consistently in school and
have no experience with disabilities, you feel very vulnerable. Imagine going to your classroom teacher to ask, "Can I have my child tested, evaluated?" This section is about access to disability valuations, the very beginning of the
special education process. Over the last school year, family council collaborated with SEAK, leveraging a consulting partnership with the UVA law clinic led by Professor Sarah Schul. The law students supported us in understanding
federal childf find requirements and helped with qualitative and quantitative research. Detailed results are included in the SEAK report and the survey data plus the family quotes, some of which you heard in public comment, were sent to you
separately from family council. Together, we identified three problem areas. Number one, an unclear referral procedure. The process for actually making an official request is massively
unclear. There is no form. The policy manual is 15 years out of date. The majority of families we surveyed say they receive zero resources from ACPS and families report receiving inaccurate
information from staff. Number two issue delays. There are delays in the process of getting evaluated for a potential disability. This comes in two parts. First, the initial response as fam as per families
surveyed is most often delayed well beyond the 3-day mandated timeline. Not surprisingly, families report significant dissatisfaction. Second, before providing an evaluation,
federal guidance says students may receive intervention, but these interventions must be shortterm and intensive. Instead, many ACPS families report getting stuck in an endless loop of
school-based interventions, often known locally as ESPIT. The third problem is denials. By this I mean denials to evaluate which become inherently a denial of services for many
students. ACPS seems to use inconsistent and often inappropriate criteria for denying an evaluation two grade levels behind. Must show behavior problems. Parent observations not considered.
Families want very sincerely to work in partnership with teachers and staff. But the denials and delays can lead to inequitable practices such as families with a financial means paying significant amounts for private tutors
and services and paid professional advocates while other families cannot. Our recommendations are these. Um, improving these processes is possible and changes are necessary both
to improve student outcomes and to comply with federal childf find requirements. Our recommendations are number one, establish a task force that includes family and staff representatives to design a clear
consistent process for special education evaluations and referral procedures. Number two, because the intervention and ESPIT are outside of the special education department within the instruction group in ACPS, we request a
second separate task force working in parallel to standardize school-based intervention ESPIT practices across schools again including both families and staff. Number three, obviously
update the 2010 ACPS special education policy manual to reflect current law and proposed reforms from the task forces. And number four, require staff training on revised procedures for eligibility determinations by the start of the next
school year. Thank you. I'm Caitlyn Foley, the seak representative for Mountain View Elementary and a registered nurse. Um, accessibility. We as a committee appreciate the completion and submission of the accessibility and inclusion audit
done for all the schools and school grounds. 300 issues were found in total and broken down into three categories. barriers or fixed obstacles that prevent access, major and minor challenges which
relate to operative issues. Examples of these issues include access to playground, stage access, ADA bathrooms, curb cuts, sinks, furniture, and signage. We support increased state and local
funding to make sure that all county school facilities are accessible to all students. We are recommending that ACPS give an update regarding resolution of the barriers and challenges listed in the report by the end of the school
year. We recognize and appreciate that with the school board's leadership, the special education TA pay rate was increased last year. Thank you. In con in a continuing effort to fully
support special education services both now and on pace with projected growth in countywide enrollment, we have identified areas where additional resources are needed. School-based psychologists are a vital part of the special education team. They
do comprehensive psychoeducational evaluations relating to eligibility and IEP decisions. They help design and monitor behavioral and academic interventions and they collaborate with the rest of the team including teachers
and families to ensure an inclusive supportive learning environment. Since specialized graduate training and lure is required for psychologists, competitive compensation is needed to not only attract but retain qualified
professionals. ACPS currently has three vacancies for school-based psychologists, including one position that has been opened for over a year. In addition, our division's growth has outpaced current staffing
levels due to increased enrollments enrollment of students with disabilities and increasingly intensive needs of students in special education. Our recommendations are that HR conduct a excuse me conduct a compensation and job
description review for school-based psychologists positions to ensure competitiveness and that ACPS plan for increase in special education staffing needs in the budget for the next school year. We as CEK members happily volunteer our
time and talents towards this important work. We appreciate ACPS's offer for on-site child care during the monthly SEAK meetings. Unfortunately, onsite child care is not universally adequate
for current and/or prospective committee members and their families. We have children that may need assistance with feeding and toileting, children with various sensory triggers, children with intense emotional regulation
struggles, children with mobility and medical needs, nonverbal children, and so on. The drop-in style of on-site child care at any event is just not a viable option for many of our kids. Therefore, we end up paying out of
pocket for child care during the monthly SEAK meetings. This creates a barrier to participation. We are currently without SEAK representatives from six schools, including three Title One elementary schools. In an effort to increase SEAK
representativeness, we are recommending reimbursement of reasonable child care expenses acquired during monthly SEAK meetings for SEAK members. Thank you. >> Thank you. And thanks to all of the
members of SEAK who presented tonight. I am particularly pleased that Chris Seaman's voice came through and we were able to to uh fix that hurdle. Does any of my do any of my colleagues have any questions for the
SEAK team? you you gave quite a comprehensive review and um we will we will continue to look at it and and continue to work with you all. Thank you so much. >> Also, I'd say they always invite us to
their meetings and I think there's rotating schedule. We do appreciate coming to your meetings and I think I'll be there in February, March. >> Remind everybody when the meetings are, >> please. It's usually the second Tuesday, but it's posted on the divisionwide
school calendar as well. Okay. >> And we're happy to send you a reminder when those meetings are as well. >> That would be great. Thank you. >> Appreciate it. We appreciate the invitation. >> Yeah. And we always appreciate it when you guys are able to attend as well. >> Thank you so much.
>> Any further comments? Again, thank you. Um, we have on our agenda a break. What do my colleagues wish to do? Have a 10-minute break. Okay, let's come back at about 2 minutes until 8 o'clock.
I know I've done it. Thank you everyone. Um, the next item on our agenda, excuse me, is a school health advisory board update by Miss Eileene Gomez. Everybody left before my turn to come
up. >> They didn't leave because of you, Miss G. >> Good evening. I'm Eileen Gomez. I'm the school health services coordinator for Almoro County Public Schools and a member of the school health advisory board, which I've been a member of that
for a long time. So, I want to talk briefly about that. >> Yeah, we're going to get you to Where is presenter mode? It's down at the bottom. >> Oh,
>> sorry. That's all you need. >> Okay. >> All hands on deck. >> Yes. Thank you everybody. Team effort. So, I'm going to talk briefly about the history of the school health advisory
board. In the 1990s, Virginia law mandated that all school divisions establish a school health advisory board consisting of representation from parents, students, health professionals, education
educators, and others. In 2012, they removed that mandate, but Alamar County Public Schools determined that the input from the school health advisory board was valuable enough that we kept the the board intact. The school health advisory
board assists with the development of health policy in the school division and the evaluation of school health services, health education, the health environment and the health services that the nurses deliver.
These are the current members of the school health advisory board. And you can see that we have a very good crosssection of the community. We have several physicians, pediatricians, a family practice doctor, an endocrinologist. We have representation
from the health department from UVA Health System from Martha Jefferson Hospital and a very impressive collection of uh school employees. We have students and now we have a recent
graduate who's a UVA student who wants to remain on our board. We do have a few vacancies. Let me go back to this magisterial districts. The appointments to the school health advisory board can be by your
appointments, the schoolboard appointments as well as superintendent appointments and school employees. So the vacancies for the magisterial appointments are Rio, Samuel Miller, and
Scottville. and the application is posted on the album county public schools website and I believe it is also being advertised. So some of the topics we discussed this year include stop the bleed and if you're not familiar with it, stop the
bleed is a national campaign to encourage bystanders to become trained, equipped, and empowered to help in a bleeding emergency before professional help arrives. The um stop the bleed was a program developed by trauma physicians
and army medical professionals because they wanted to combat the um the hemorrhaging as one of the leading causes of preventative deaths, preventable deaths. So, uh, establishing
this program helps people in the field prevent loss of of life from bleeding by acting quickly and being able to administer the important first aid. So, uh, House Bill 1700 requires each
school board to implement a breeding bleeding control program and requires that all schools staff bleeding control kits in easily accessible locations. And they also mandate that the the kits get checked annually and restocked as the
supplies are used. We have all those bleeding. We have one at least one in each school right now. Uh this school health advisory board recommends that the the Alamoral County Public Schools considers adding a stop the bleed
component to the curriculum for 10th grade health along with first aid. Uh the students have actually asked that we add that to the um to the health education curriculum. Um they all the health advisory board also recommends that each school have multiple kits in
stop the bleed kits in places where uh people congregate such as the auditoriums, cafeterias and gymnasiums in addition to nurses offices in evacuation go bags and athletic training supplies. Um and they also recommend
offering stop the tra stop stop the bleed training to school personnel who are interested in taking those courses. We also discussed the cardiac arrest response plan. The House Bill 1695 requires each public school to develop a
cardiac emergency response plan or an athletic emergency action plan to include creating a team of school personnel to respond to incidents involving sudden cardiac arrest or similar life-threatening emergencies. So, we already have athletic cardiac
response plans in our high schools. We have a draft cardiac response plan for schools that has been reviewed by pediatric cardiology as well as EMT professionals. And Mountain View Elementary School piloted a a program called Project Atom that I'll speak
about in a minute. The health advisory board recommends that the every school have a cardiac response plan as required and consider it following a model such as the one piloted in Mountain View. They also recommend additional CPR and
AED training for school personnel. And they recommend that any plans that we develop be practiced repeatedly so personnel are familiar with them. I was going to talk a little about about project Adam. Project Adam is a program
well a framework for schools to follow a kind of a recipe to develop a a cardiac response team with every team member having very specific defined responsibilities. and um running through the um drills in
this outlined manner is a pretty effective way to get everybody working together in a crisis situation. So the next item is uh the self-care of rescue seizure medication. So the one of
in 2025, this last uh legislative session, the they they passed they added to the law that we that school divisions allow students to self-care and self-administer
emergency medicines, including inhale medication for asthma, epinephrine for severe allergic reactions, uh glucagon for diabetes emergencies, and um seizure rescue medication. But seizure me reg
seizure rescue medication is a little different than the other medications. It's the the medication is a um is dazopam a valium medication and it's typically typically prescribed for seizures lasting greater than 3 to five
minutes and it's this usually the seizures that are sometimes known as combulsive seizures or tonoclonic seizures. So ste students having these seizures will not be able to self-administer the medication. Uh the medication is a controlled substance and
there's a chain of custody requirements for this controlled substance that is different than other medications. It also has abuse potential and could harm students if it's consumed in a manner not prescribed and that could be compounded if students also consumed
other substances. So the school board recommends that we do not allow students to self-arry this medication. They will consider revisiting this uh this practice if we learn about other school divisions who have who have allowed
students to carry that and see how that works out for them. O opioid overdose response training. We've we discussed this nearly every year, but this last year the health advisory board endorses the partnership
that we have with UVA's department of anesthesiology, office of pain management, opioid stewardship. We have their team come out to our schools, well out to our professional development. they uh they came out to the making connections day
that we had and they offered several courses for teachers and it's always a a course that teachers are interested in taking. They also have gone out and spoke to some parent groups like uh I think Al Marl's PTO and they would like to offer these training to interested
students and students have asked us if we could figure out how to incorporate that into the school day. Other recommendations include the pediatricians particularly recommend that uh we encourage all students to get
flu vaccines and to encourage parents to discuss other recommended vaccines with their doctor. And now I can open it to any questions or Hi,
you made a comment about um the the recommendation for the potential to include um staff lead training and um first aid in 10th grade health and that's so students and students have come forward asking for that. What would be the next step in something like that
>> to incorporate that into it? I think we would work with the uh lead health and PE and see if we can um we do have trainers that have a couple different sources that would love to come into the schools and they do this with other school divisions. So, we would see if we could get them to come to one of the
health classes and teach that. It's it's not a very long class. >> It's maybe an hour. >> Yeah. >> Okay. with the cardiac um response plan. Is that going to be expanded to the other schools or
>> Yes, it's it's required for all schools. So, at all >> started at Mountain View with the pilot. >> Well, yeah, Mountain View piloted, but all the schools are are required to have some form of a cardiac response plan. >> Okay. >> What is the how do we handle training of
personnel in these various things? I mean, how do we train say the coaches or what kind of that what kind of training do the personnel at sporting events for example have among these things you've talked about? >> The uh the sport the coach training is
getting really long now. They they have to train in uh recognizing sudden cardiac arrest and um warning signs for that. They're trained in uh concussion, heat, excessive heat, cold. Uh we have
not yet trained them and stop the bleed. Uh but but they before they start their season, they have these trainings that they have to do. Um for school staff, we do we incorporate them into the professional development days and some of these things are available training online. So people can do that during
their um their time in the summer because they can get professional development points for these trainings. >> What about say our principles and some of the administrators? >> Well, on the um making connection days, they can go into some of these trainings and I've I've been in with I think most
of them came into the um opioid overdose and training as an elective. Yes, basically. >> Any other questions? Miss Wong, do you have any? Thank you so much. >> Thank you. >> Next on our agenda is item 8.4 and 8.5
which is Jackson Zimmerman with a fourth quarter financial report and the first quarter of FY26. >> Good evening. I have for the board's consideration the uh fourth quarter financial report.
Ah yes, that is so easy to read on the page. Um the fourth quarter represents the end of the fiscal year for uh the school division. Uh and it is a summary of the total expenditures and total revenues
received by the school division overall. um revenues were received were good. We received some additional revenues because we got had some additional students. We also received some additional revenues because there was an
infusion of cash in into our fund for the health insurance fund um balance to increase the fund balance associated with the health insurance fund. So revenues were slightly greater than originally anticipated.
Um expenses expenses were uh less than anticipated mainly because staff had planned for reductions throughout the year. There was a significant change particularly in health insurance for last year and staff needed to make plans associated with
that. There were some very large operational fund um changes associated with that. We were very careful regarding our compensation and benefits, but we also reduced expenditures and things like furniture replacement and other uh other uh replacement funds that
were out there for this fiscal year. So overall expenses were slightly less than we had originally anticipated from uh the third quarter financial report. um the big uh information is associated
with fund balance. So if we take a look at fund balance for um for the prior years, we did increase our available fund balance for the end of the current fiscal year.
So, right now, uh, we have, if we ended June 30th, we would have just over $5.1 million in available fund balance. But if we take a look at that, that's not the entire amount. We have appropriated
some use of fund balance in the current year as part of the original budget. And then we had carry forward for POS, POS that were not complete in the fiscal year. And therefore we needed to bring those POS forward and the revenues associated
with those POS forward from from um 25. Therefore we have just under $4.5 million in available fund balance uh in FY26. So we did have very good financial
performance for the prior fiscal year as of this uh for u the upcoming FY26 fiscal year. If you remember looking at this last year that number was significantly lower last year and I was up here sweating
bullets. This year uh we had very good financial performance. We planned very hard throughout the year. Rosyn and I met regularly uh planning for this and we did end up having good uh financial performance for the year.
>> Well, if you were sweating bullets last year, so were we and this does look much better than last year. >> I would ask the board for uh to uh approve the um the fourth quarter financial report, receive and approve
the final. Do you have a motion? >> I'll move we accept the fourth quarter financial balance as presented by Mr. Zimmerman. >> Second. >> Second. >> Motion made by Miss Osborne, seconded by Miss Prior and Miss Lee. Uh, any further discussion? All those in favor say I. I.
Opposed. Motion passes. And now we move on to first quarter 2526. >> The first quarter report. Again, this is just a snapshot in time. Uh the thing that we need to keep in in in in mind for the first quarter we started this
fiscal year earlier than we have ever started any fiscal year. So in this particular fiscal year because we started in mid August um we incurred payroll expenses and
things like that that are that accelerate our payments in this process. So, if you're looking at our overall financial report, the dollars that are available, those dollars are greater in this quarter than they have been in prior quarters.
Um, and also we're implementing a new financial system. So, we're reporting and things like that are all improved or or changed a bit from prior fiscal years. Overall um in this quarter we are seeing very consistent and and plausible
uh expenses throughout this quarter. We don't see a significant uh change in terms of revenues or expenditures. We are slightly down in terms of our overall enrollment for the current year. So uh we may end up receiving a little bit less money from the state than we
had originally anticipated. Um but again that's also very up very much up in the air because there will be a caboose budget being brought forward uh that will change these numbers again uh in the uh into the December time
period. So right now uh staff is not seeing anything significant uh to point out but we just wanted to point out that that that we started the year earlier than we ever had. a question. Could you remind me what is in the um expenditure type other wages?
Um there just there that's a a place that there's a a difference um kind of prior year to original budget. >> Yes. Um, so other wages would include uh things like um part-time wages, sub
wages, temporary wages, um uh things that are not associated with a a permanently employed uh person running through our organization. It may also include stipens there. There may be uh parts of that in there, too.
>> Why might that be lower? I'm just trying to think about compared to a lot lower compared to budget this year >> was what was the question? So if you look at just other wages kind of lower than >> so let me uh let me bring that let me
bring that particular um >> we we really worked on that a lot though we had a lot of conversations about >> other wages because some of them we we actually fund from the central office and so >> the school doesn't have it actually
sitting in their budget and so um one of the things that Jackson has been really working on particularly this year and a lot of last year was just having conversations with principles about the other wages such o such as overtime, things like that to try to bring them
within the constraints, >> but also understanding that if you're if a particular school is using a lot of overtime wages, we also want to talk to the principal there about the staffing and see >> are they staffed right and how does that impact our staffing standards.
>> Okay. The other portion of that is uh if you're a lot of the other wages are associated with uh paying people for uh doing extra duties >> and so uh many of those extra duties come towards the end of the fiscal year or after you have done assessments
>> and you're providing additional resources uh for students during that time period and this doesn't really capture that particular time period well. Most of many of those resources are applied towards the end of the fiscal year. >> Okay. Thank you very much.
>> Any other questions? Do you need anything from us with this initial report? >> Uh no, ma'am. If you would just uh uh approve this report, then u that would be wonderful. >> Do we have a motion to approve the first quarter of FY26?
>> I move >> 2526. >> I move we accept Mr. men's report on FY first quarter of FY26. >> A second. >> Motion made by Miss Osborne, seconded by Mr. Page. Any further discussion?
All those in favor say I. I. Opposed. Motion passes. Thank you, Mr. Zimmerman. >> Thank you. >> Thank you. >> Thank you. >> And next on the agenda is the FY27 budget development update by Miss Kumisawa.
Good evening. My name is Maya Kumazawa, director of budget and planning, and this evening, um, I will provide an update to the FY27 budget development process. Um it's a fairly short presentation, so please feel free to jump in um in any of the slides and
don't wait until the end. Our strategic plan guides our budget process and the purpose of our budget process is to provide equitable and transformative resources. Um this aligns with goal three of our strategic plan. Before I jump in, I wanted to give you
an update or an overview of the overall timeline. Um the draft funding request is presented to is scheduled to be presented to you on February 12th. There will be three budget work sessions following that draft funding request presentation and you are scheduled to
approve a funding request on March 12th. So I'll start with some revenue updates. Um about 3/4 of our budget is funded by local government. And when they presented their five-year forecast recently, they projected a 5.5% growth
next year. And that's just an average of historical increases. Um this is just a preliminary estimate and it is going to change based on city county revenue sharing and updated real estate assessments um that will be provided in January. So a more final number will be
presented alongside the funding request presentation in February. About one quarter of our budget is funded by state revenues. Um, good news. This year, our local composite index is decreasing from6904
to 6429. This decrease means we can anticipate more revenue from the state. Um, more revenue than we've received in the last two years. We don't know yet what those revenues will be, but that will be released uh with a governor's budget in
late December. Here's a little bit more information about the local composite index. Um, this is a calculation by the state that determines a school division's ability to pay for our education costs using local funds.
So for example, if we staffed ACPS at our SOQS or standards of quality and paid our staff the prevailing salaries and benefits that are determined by the state, then in theory with an LCI of a.7, the state would pay 30% and we
would pay 70%. So um if the LCI goes down, that means the state would pay more. The table on this slide shows uh the main variables that are used in a fairly complex calculation. Two years ago, our LCI went up because
we saw a significant shift in adjusted gross income um in base year 2021. So, the LCI update is based on base year 2023 and in 2023 it looks like that
adjusted gross income decreased um when you would expect to see typically an increase from year-over-year and that's what the rest of the state saw. Any questions on this? All right, I'll jump into expenditures. Um, when building our budget, I like to
think of it as a pyramid where we build from the base and we build up. And the base is um the largest expense and then as you go up the pyramid, those expenses do get smaller. So, I'll cover each of these areas that include baseline, non-discretionary and contractual,
opening two new schools, and uh implementing a collective bargaining agreement, and new proposals. We'll start with the baseline budget. Here are just some of the items that are considered when developing our baseline budget. Our current employee data is
updated for turnover and it reflects current positions and vacancies. Teacher and teaching assistant average costs are updated and employee costs are updated for current compensation levels that include current salaries.
um updated health care. So using actual calendar year 2026 rates that that's information we didn't have when we developed the budget and current VRS contributions and costs. There are also several technical adjustments including updates to staffing standards, changes
in enrollment and demographics. Um next a lapse budget is determined. So looking at historical laps, so how much savings did we see in vacancies? we update a projection for next year. Uh we also want to continue previous year budget
proposals. And then last lastly, one-time expenditures from 26 are eliminated and deferred expenditures are included. The next category is called non-discretionary and contractual. And this is the area um in previous years we
saw fairly significant changes in projected healthcare rates. So um in this budget item we will update budget uh health rates for projected calendar year 2027 rates. Now that doesn't set the rate for calendar year 2027.
It's a projection at this time. We also um are anticipating changes in the VRS rate structure. So that will also come out with the governor's budget in late December. Uh we have several contractual increases and we have inflationary increases. Um right now we're looking at
some fairly significant increases in our costs for utilities. So the costs uh required to um keep our schools up and running. And then we also will see some increases in maintaining services and replacement cycles as they relate to
technology and fleet maintenance. So, next is opening new schools. Um, these are just example new positions and costs that um are being considered as we develop the budgets for these schools. So, I'll start with Mountain View Upper Elementary. Some example positions
include principal, um, art, music, and PE based in our current standards. um support positions such as mental health support specialists, counselor, talent, media, nurse, custodians, and then um utilities as I mentioned. Um we it's a
brand new building and we'll have to operate the electricity, sewer, uh trash, and all that. Those will be brand new costs. Um similarly with ACE Academy at Lamb's Lane, the needs at the high school level are a little bit different. So the lists differ slightly. Um these
have are not finalized at this point. These are just um some of the positions that are being considered among others to give you an idea of why u new costs will need to be incurred. Um we also have added transportation to ACE Academy at Lambs Lane which is different from
Mountain View. Any questions? All right. Um the next piece was the collective bargaining agreement. The Alberal Education Association is expected to ratify the agreement um during January and um we will come back
in February for the school board's approval. Um that that date for approval should actually say February 12th. Um that will co coincide with the draft funding request presentation and the beginning of the budget work sessions. The effective date for the collective
bargaining agreement will be July 1st, 2026. On the slide are bargaining topics that were included as part of this process and um what is ratified and approved will be included as part of the budget
process. So no details around these uh specific areas, but you can get a sense of what will be included as part of the budget process. Okay. Turning over to compensation. Um, as you saw on the previous slide, compensation
is one of the bargaining topics, but we thought it would be helpful for you to get a sense of the adopted competitive market. Um, this is a chart that shows um our teacher step scales with master's degrees on the left and bachelor's
degree on the right. Um, for master salaries, which is the, uh, majority of our workforce, um, ACPS salaries are about 1.7% higher than the top 60th percentile market on average. However, compared to nearby Charlottesville, ACPS
salaries are lower at all experience levels, ranging from um,4% to 4.4% lower. This shows that ACPS is competitive broadly but lags lags behind some neighboring districts.
This is another snapshot and another way to look at the data. This is just a one-year snapshot of average salary increases provided for the current year. ACPS provided a 3% salary increase and the average provided was 3 to 4% for the
current year with a low of 1% and a high of 6%. Great. So that leaves uh our discussion for new proposals and this is where I would like to turn it over to you so we can get some input on um what your priorities are as we look to the
beginning of the budget process. So some questions for consideration um what are your priorities for new funding or maintaining services? What program areas should we review for efficiencies or reductions? And then do you have any feedback for how to um facilitate your
discussions moving into the budget work sessions as it relates to the first two questions or otherwise? >> I know you shouldn't answer a question with a question, but I do have a question. Um could you remind us there were a there were things that we had to
defer to this budget. I think one was um soft furniture, one was technology, but there was a price. There was a budget cut that we took and then there was a price of deferred. Do you happen to have that or could you bring that to the next board meeting? Because that's to me when
I think about what my priorities are. The one of them is going back to look at what we had talked about that we deferred >> um that we may need to that we need to pick up this year. >> Yes, I can get that get back to you on that. But that's good feedback that for
you that's a priority. I guess it's just free talk. Um I I was really struck by in the SEAK U presentation how intersectional a lot of the issues were. um that the disproportionate discipline,
exclusionary discipline was actually worse in our black population than specifically in the um special needs uh special education population and also about on par with our uh
socioeconomically challenged students. >> I think those were around about the same. >> So it is quite intersectional. So, I'm I'm my priority has always been since I've been on the board, um anything that will close our opportunity gaps, our
achievement gaps, uh anything that can, you know, can be proven to work with doing those things. One of the other things the CK um can the CK group talked about and talked about in the report is the those two
positions. >> Um you know one of the things we know is that when children with delays and disabilities are educated in classrooms with um their um their typical age peers, they do better particularly in math and reading just because of what they're exposed to. Um, however, in my
mind, it's not just the training that the special ed teachers need to do, but it's more actually so the the training that the um the support that the regular ed teachers get. So, those positions, I think, are are important to me. And I heard my colleague mention that as well.
>> Yeah, >> those those two positions C's been asking for for a couple years. >> Did you have something? I I guess I I mean when Dr. Mclofflin presented his data, I mean I am still
very interested in I mean it would be fabulous if we get a grants to do interventions with our at risk schools. Um but I think we need to plan to do something whether or not we get that grant funding.
So I was cons Yeah, that's I said what I said. Um and I think the ma the maintenance of our um what we have done with our reading specialists across um elementary, middle and high school um as
well as our mental health and and social emotional support um kind of maintaining what we we had done. I would like to have a look at um what we review for efficiencies and reductions kind of um looking at the any reviews that have
been done. I know every time you um give a budget um uh there is a review process um in which we're looking at we should be looking at that data. Um so that would be definitely something I would want to see any of those new initiatives
in the last three years. What data do we have to make sure investments that we have made like substitutes or the mental health to social just making sure those are making the intended outcomes. I I guess the other issue is we cut a lot of positions last year including
what 10 different instructional coaches and we focused those instructional coaches only on our new teachers or new to I think only new to HCPS. I guess I'd want to look and see if
our current staffing for that is sufficient. Um, and if how painful those cuts were. I know they were painful. Um, but uh, and we also, well, that's really my focus on this question is about the instructional
coaches and particularly maybe h how they might be directed to our more struggling schools. with respect to how to structur structure the upcoming budget work sessions. I think you've done a lovely
job the past several years. I'm not sure what I would change in terms of I mean the way you have categorized different sections of the budget that has been pretty useful and probably would be um
good for me to have that that that baseline of understanding to continue that structure. >> I know one of the things you do is bring forward the the additional proposals and it seems like we know what they are. I do think we would like or at least I
would like feedback as you're showing us those that in that first meeting for us to be able to u make recommendations as a board which we'd like to see first second or third because just because of timing sometimes they're we say we're going to talk about
these two these two these two um for some of those newer proposals I think there we might like to have some input about the the timing of when they're shared with us that makes sense >> I think the new thing in this budget as well is going to be the the costs of
collective bargaining proposals. Um there are quite a few in there and that's going to be new into our budget considerations. um how those just to lay them out because all not
every single one but most of them have a budgetary um impact and to see I mean we may have to make some tradeoffs and work with you know work with our union on that. >> Our plan for those is to present them
like a new proposal. >> Okay. So that you're looking at that um with a say a non collective bargaining new cost. And so I wonder if there's a way on February 12th when we present the budget for you'll have a list and you can get feedback on what you want to
hear about first and we'll kind of >> I would personally love to be able to do that. >> Okay. because I I just feel like at the end of the year there were some things we talked about later that I think we said had we had a discussion about it earlier it might have been easier for us and we gave you feedback that wound up you wind up having to do some late night
changes >> um and it was I think it was just because of the timing when things were shared and discussed >> okay for um the March 12th approval though it um is remains a funding request and it doesn't necessarily need to be balanced >> right
>> you might be thinking about when we had to make those balancing decisions But yeah, we'll work on that. >> Okay, >> that's always a good reminder. >> Do you have enough from us to go forward? >> Yes, that was very helpful.
>> Thank you, Miss Kumazawa. >> Thank you very much. >> With that, is there any other business by board members or staff? Well, with that, um, I'd like to again
thank Miss Prior for her service and of course Mr. Paige for his. This is their last official meeting with us and you have both added great value to the work that we do. Thank you so much. And with that,
we're journed.