Roslyn Schmidt, chief operating officer. Josiah Black, chief legal officer. Erin Stone, assistant division counsel. Christine Thompson, clerk of the board. Dan Redding, chief HR officer. Chandra Hayes, assistant superintendent of instruction. And also doctor Haas. Welcome. Thank you. And again, thank you to all of our officers who are here to serve and protect us tonight. We will now stand for the pledge of allegiance. As we begin our meeting tonight, I ask that we all pause for a moment of silence. Thank you so much. The next point on our agenda is the approval of our agenda.
Do I have a motion for the approval of tonight's agenda? I move we approve tonight's agenda. Thank you. Do I have a second? Second. Approve agenda is approved by miss Lee, seconded by miss Osborne. All those in favor of tonight's agenda? Aye. Any opposed? We will now move forward with today's agenda as planned. We will now be having a spotlight on education tonight that has been rescheduled to a future date. So the next point in our agenda is four point two, school board attendant, and any committee updates. Does anyone have any updates? Doctor. Huss, would you like to begin with that?
Or I'm pretty sure. You're good? Okay. Any other any I have one, but I also wanna yield the floor to my peers. So I have, I'm appointing two community members to the advisory committee for environmental safety. Some of you have heard us call that ACES, that will be representing the Whitehall District. I have two, constituents, Jennifer Williams and Megan Garrity, who have asked to both, share that seat, and it has been approved. So, I would like to appoint those, tonight and have miss Osborne Osborne send out
that communication following this meeting. Me? It's tough. Oh my gosh. I do it. So the for those of you so so for those that you don't know, for some reason this is just you have to have levity in life. Right? For some reason, every once in a while, I can I use Osborne and Thompson? So it is a little inside joke, so apologies. The only other thing that I the only other, piece of, I guess, announcement is that, for those of you about a month ago, we had the Western, ceramics class,
their teacher and their class come, for school board appreciation and give, this, the school board mugs and beautiful art. And so, just to honor, the all of our students tonight, I am using that mug, and I'm thinking about those students and our wonderful students across the county every time I take a sip. So thank you again to, miss Katterson and her students for that amazing gift to us. So the next, part of our agenda, five point o, is our public comment. I am going to start by reading our guidelines for public comments, and then I
will describe the process that we will be using. Actually, I'm going to start the process. We, so we are going to be using a different process tonight. According to our policy, if we have over 20 individuals signed up to speak, then we have to move into a lottery system. And so, as of, five, we had 29. Are there updates about the number of people who have signed up? Do we have an update? How many of the total? 34. And we have 34 people. So we will be doing a lottery. So I will first be reading our, our public comment script, and then we'll be
talking through the process for that. The Baltimore County School Board welcomes public input on matters related to school board governance and division operations. For tonight's meeting, we have more than 20 individuals signed up to speak. In accordance with school board procedures, speakers will be selected by number drawing and each speaker will have two minutes. The total public comment period will not exceed forty minutes unless extended by the board. When you are recognized, you will we will I will ask you to please come forward, state your name and your address, or manage a serial district for the record.
Comments should be directed to the school board as a body and should relate to matters within the board's work and the operations of the division. This is not a forum for debate for board members, for personal attacks, or for remarks directed at individual school board members or staff. We ask that all comments remain respectful on this topic. I'm going to pause on that. A few things. As a reminder, we are examples for the students of this county. I am asking that everyone in this auditorium respect a quorum, use respectful language, and
follow the guidelines that I am calling out. Again, we are examples for all of our students. We need to follow those guidelines and and show them how we can act. If anyone is doing, personal attacks against the school board or the staff, we will, I will ask you to stop and reframe your speech. If you continue, I will ask for the mic to be cut off. A timer will be used to track speaking time. When your time has expired, please conclude your remarks promptly.
If you have written comments or supporting materials, you may provide those to the clerk for the board's consideration. To help us remain maintain decorum, please do not clap. Please do not boo, or please do not otherwise audibly express support or opposition during public comment. If you wish to show support, you may do so by raising your hand or standing. Please note that the board does not respond during public comment period. Board members may address matters raised later in the meeting under other business. The other note is we allow you are allowed to have signs, but they cannot
obstruct the view of anyone in this auditorium. And I will be asking those on the dais to help me as because of my short stature, I'm sometimes not able to see if you're blocking anyone's view. We'll ask you to lower your sign or just raise your sign at the back of the room. I'm also going to read, our disruptive meeting management policy tonight. As a reminder, our public comment is governed by the guidelines just read. Each speaker will have two minutes to speak, and all comments must be addressed to the board, not to individuals. Please refrain from applause, shouting, interruptions so that each speaker can be heard and the
meeting can proceed in an orderly fashion. If disruption occurs, I proceed in an orderly fashion. If disruption occurs, I will give a first warning. Under school board policy BDDH and Virginia code two two dot one dash seven nine, the chair is responsible for maintaining decorum and orderly conduct during meetings. This is a public meeting of the school board and not a public forum. Interruptions, shouting, or personal attacks are not permitted. In addition, disrupting a public meeting like this is a crime under Virginia code one eight point two dash four one five.
You will receive a warning and that further disruption may result in removal from the meeting. If disruptions continue, we will have a recess of the meeting for five minutes to allow order to be restored. We are committed to hearing public input, but we cannot continue while the meeting is being disrupted. Our ACPD officers will assist as needed to ensure safety and to restore order. We will reconvene once order is restored and the order is calm. If order cannot be restored, and we are unable to continue, persistent to Virginia code
two two point one seven nine and school board policy BDDH, well, I will direct the meeting to recess and the room to be cleared. The board will reconvene once order is established and individuals may be removed, may continue to view during livestream. Last, if order cannot be restored, I will ask the, the officers to remove a a certain person and unfortunately have to charge them as disorderly contact under Virginia code one eight point two dash four one five. So apologies for having to read all that, but I do wanna make sure we
are able to hear from everyone tonight. And to do that, I need to make sure we have decorum and respect for everyone in this room. As I said, because we have 34 speakers, we will be doing a lottery. I do have one, amendment to that. According to school board policy, a group may ask for five minutes to speak for the group. And mister Noah Kauffman, did email me, and make that request in the allotted time. And so he will be given, five minutes to speak, and he will not be
subject to the lottery. He will speak first, but I will ask that, to hold while we do the lottery. So what we are going to do is, my colleagues, Ms. Joshua Black, Erin Stone, and Christine Thompson are looking at the list, the list that was done online and then the list if anyone signed up today. There are numbers next to each. One of them will call a number and then the other will look at the I will look at the list, and I will, highlight the individual that will speak.
6? Okay. 32. 24. Oh, no. Oh, oh. Go slow. Sorry. Okay. Do you have the first three? We're gonna go and do them all at once. Don't mind me. I'm gonna use my handy highlighter. Number 32. We're gonna go I'm gonna have you select all of them, and then we will go and I will call people up in threes. So number 32 is Tom Sekele. Sekele. Sekele. Thank you very much. And I always apologize if I, ask that you, correct me. Can I just point out number six, what came before number 32? Number six is Amanda Motsam.
And 24. Number 24 is I wish it's almost like we're giving out raffle prizes today. Is Adrienne Eichner. You may continue. Miss Dunn. Number three, Jimmy Baloo. 30. Number 30 is Joss Heltzer. Number 22. Number 22 is Will Woodrow. Number 19. Number 19 is Nancy Koenig. Number seven. Number seven is Frankie Aherns. Apologies. My best friend is Aherns.
Number one. Number one is Jennifer Lodovice. Number 28. Number 28 is Barbara Ruddy. Number nine. Number nine. And number nine is Dolly Joseph. Number 11. Number 11 is Philip Hamilton. Number 29. Number 29 is Kim Alvaro. 20. Number 20 is James Powers. 17. Number 17 is Carmen Shandross. 25. How many more do we have, miss Stone?
One more after this Okay. You said number 25? Yes, ma'am. Number 25 is Rob Hewitt. And 33. And number 33 is Zach I apologize for not being able to read read your writing. Power Powerheart? Would you like me to read the full list and then go in threes? Would that be helpful for people? Anyone? Just go in threes. I'll go in threes. Ms. Osborne told me to go in threes. So the fir as I mentioned, the first speaker is, Noah Coffin, and he was
granted five minutes. So, miss Thompson, if you would put five minutes. And then I'm just gonna go in order on my list instead of the order called. So, the next three will be Jennifer Lodovaci, Jimmy Baloo, Amanda Moxam. So if you would just pause while we get the, timer. Sure. And then the other thing I'll just ask so I don't have to ask everyone is, the sound has been quiet, although I feel like it's a little louder today, so it's good. I just ask that we all are different, heights.
So there are two microphones. As you come up, if I I just ask that you pull both of them close to you so that everyone, in the audience as well as online can hear you. And, he will be given five minutes and the other all other speakers will be given two minutes per board policy. Miss Thompson, it's you are just let us know when the timer is fixed and mister Kaufman can begin. My name is Noah Kaufman. I'm from the Samuel Miller District. It's an honor to be with all of you here tonight. I'm speaking to you not as a Turning Point USA chapter leader, but as a student in the Albemarle County School District because it's who I've been most of my
life. I mean this from the bottom of my heart. I hold a deep amount of respect for each and every one of you. Being part of the school board is not easy, and we certainly haven't made your job any easier. But I commend you for standing up and getting involved in the community. You all have a very unique and special opportunity to create positive change in the Albemarle County community. Unfortunately, this policy doesn't do it. Instead, it does three things. It bans all speakers from non curricular clubs, It restricts all curricular clubs' fundraising abilities and allows the school board to eliminate any club deemed at their discretion to be
hateful. You know, with Western with Western Alba High School twenty point USA, we've done a whole slew of media interviews, whether it be newspapers, hit pieces. Out of all of them, my favorite was the very first one we dated with our local school newspaper. There was a student in it, very liberal student, but attended all our meetings, asked great questions. I'll never forget what he said. He said, I disagree with almost everything this club says, but the most important thing you can do as a citizen is create a space for civil dialogue. He was absolutely right. He realized something not a lot of people realize. He realized Western Albemarle High School in Albemarle County has the ability to platform free
speech, to platform civil dialogue, to bring people from different ends of the cafeteria, from different races, religions, creeds, backgrounds, ethnicities. Kids would never talk to each other otherwise to have civil discussion. Imagine that, talking about something we disagree with civilly. It was truly a wonderful thing to see, but it doesn't just affect 20 you were saying. It affects the, women's empowerment club. It affects the young Democrats club who wanna host our first female governor of Virginia. It affects the for Humanity Club who wanna bring in their CEO and founder. It affects athletic clubs who wanna bring in professional athletes to speak. It kills Western Albemarle's civil engagement.
If you intended a turning point USA meeting or, frankly, any meeting, where speaker was president, I encourage you, all of you too, you wouldn't see divisiveness. You you wouldn't see fight. You would see a bunch of kids gathered together having civil discussions. If you attended our meeting, you would see 700 students, over half of the school, gathered together, asking questions, listening intently, being more engaged in a meeting at lunchtime than I've seen in class. A class will be followed the school curriculum, and so I wonder, why is that? Why are a group of teenage kids able to gather hundreds of students together once a month to participate in an active discussion when my teachers in class can't do
that for ten minutes? I really encourage you not to kill a good thing. You all have a very exciting opportunity to foster an environment for free speech and civil dialogue, an opportunity to platform civil discussion instead of platforming the culture of a culture of hate, a culture of silence, a culture of keyboard warriors that's causing anxiety, depression, suicide rates in our community despite the culture where we can talk to people that we disagree with. I really encourage you to make the right decision. As for the funding section of this policy, when I first read it, I asked
myself why. Why are we putting these restrictions on student funding? And it leads me to believe that Turning Point USA has has more of an involvement in this policy than some of you are willing to admit. You know, media on both sides of the issue, both pro and against this policy, all agree on one thing, That Turning Point USA at Western Albemarle and Albemarle High School have been at the forefront of this policy. In November, when the school board moved to prohibit miss Cobb from speaking at our school, now we're looking at a ban on all speakers. At that same school board meeting, a young lady from Albemarle High School complained about our successful fundraising initiatives.
Now we're looking at restrictions on those fundraising initiatives. A member of the Albemarle County School Board compared our club to a racist, hateful group. Now we're looking at the ability for the school board to have complete discretion to ban any club they deem as hateful. A lot of people in our community don't think that's a coincidence. This policy does a lot more than that, though. This is a lot of unintended consequences. It cancels and instantly terminates a lot of clubs, including a rugby, pickleball, fencing, and mountain biking clubs that rely entirely on parent support and volunteer support to operate. They operate just like a lot of sports teams, but they're not VHS official sports
and reflect on this parent contributions and help that this policy instantly eliminates. Did you talk to any of them in the 12 person survey and get their feedback? We put out a survey this morning to hundreds of students. What we heard was an overwhelming response, over 300 students saying no to this policy and only 20 saying yes. You'll have a really special opportunity tonight. I've prayed for each and every one of you profusely throughout this week. I have a lot of respect for each and every one of you. Regardless of how this goes, I will continue to pray for you. I wish you all the best, and I hope you do the right thing tonight.
Thank you so much for my time. Thank you so much. We will now move to our first three speakers. As I said, please come and state your name and please, correct me. And as I apologize if I mispronounce anyone's name, and please note your magisterial district. I have Jennifer Ludovice, Jimmy Baloo, and then Amanda Moxon. Just because we have a number of, speakers tonight, I just ask that the next two speakers just kind of come in to move, closer to the mic so that they will be ready when it is their time. And every please, just apologies.
Could we please change the timer to two minutes for the rejoining speakers? Once that's done, you may begin. Hi. My name is Jennifer Lidovici, and I'm a parent in the Samuel Miller District. I'm here to support the immediate adoption of the proposed changes to the student club policy. Yikes. I understand why people aligned with TP USA and Club America feel like these revisions are targeted at them. I offer a different perspective. Club America has pushed the boundaries of what our community believes to be an appropriate use of school time and resources.
This is the impetus behind an entire array of people taking a hard look at what we have on record and walking away feeling like the policy is lacking. Without that push, we would not be here today. But the reason we're here is not because Club America sponsors controversial events. It's because we have a lackluster policy that has failed to provide guidance to the principal, the school board, administrators, parents, students, and the guest speakers themselves about what is and what is not allowable on school on public school time in public school facilities.
While it was the actions of one club that brought attention to the current policy, the lack of clarity in that policy is the actual problem we're here to address. Policies exist to provide clear directions. Not adopting improvements, now that we have seen the myriad of faults in the current policy, would be irresponsible. I'd like to specifically address the key revisions on fundraising, which have been misrepresented as a new process. I run the Woz Unity Fund, which supports inclusive events hosted by student clubs. We have supplied funding to seven separate clubs this year. The current practice is to make donations to student clubs through the school, designating the
intended club, and the school manages those funds. The proposed revisions do not change current practice. They clarify the policy for those who may not have been following them properly all along, which, again, underscores the need for updated language. I encourage you to vote yes on the suggested revisions immediately. Thank you so much. Mister Jimmy Beaulieu. Is Mr. Jimmy Beaulieu in the audience tonight? Mr. Jimmy Beaulieu is not, here, so I will yield his time back to the chair. Amanda Moxam.
Good evening. I'm an Albemarle County parent. I live in the Rio District. And good evening. Albemarle County Schools should actually never be a place where racist, homophobic, and misogynistic political organizing is happening to recruit our impressionable teenagers. Our schools exist for one core purpose, learning. Classrooms should be places where every student feels safe, respected, and able to focus on their education. Turning Point USA rebranded as Club America is not just another student club.
It is a known national racist, homophobic, and misogynistic political organization that has repeatedly been tied to racist rhetoric, harassment, and confrontational behavior on campuses and in high schools across the country. Last year at Texas A and M, leaked screenshots from a Turning Point USA chapter group chat revealed hundreds of racist and homophobic slurs used by members, including repeated uses of the n word and slurs targeting LGBTQ students.
The messages sparked outrage because students saw in plain language the culture being normalized inside this organization. And increasingly, high schools are becoming the next target. In Michigan, the creation of TP USA clubs led hundreds of students to walking out, creating division within the community. This community in particular, Charlottesville, knows all too well what happens when white supremacist ideology is allowed to organize openly with the support of the administration. And that history here, which is actually not that old, should guide the choices we
make about what we allow in our public schools. School boards have a responsibility under federal civil rights law to ensure students are not subjected to hostile environments. Albemarle County should be known for protecting students and standing firmly against white supremacy. Thank you so much. Not for a realignment. Political organization. Thank you so much, and please take your seat. I am going to call up the next speakers, Frankie Arends, Dolly Joseph, and Philip Hamilton. Frankie Arends? Please and please let me know if I mispronounced your name. It's Arends. Arends. All good.
Hi. My name is Frank Aaron. I'm a graduate of Albemarle County Public Schools and a proud public educator in the county. I returned to this county to teach over four years ago. I've wherever needed, teaching 18 unique preps across four departments. In my most recent evaluation, I earned four out of four marks in nearly every category, and my students saw a 30% increase in mastery on their county assessments this year. In February, I was told that I am to be riffed. I was told that due to the opening of ACE Academy at Lamb's Lane, Monticello's enrollment would drop, and my position, along with at least 10 others at my school,
16 at Albemarle, and more at Western, would be cut. The logic does not hold up. I was given my RIF notice well before student course selection will be finalized at the end of the month and before ACE Academy even began hiring teachers. As of this afternoon, teaching applications at ACE Academy are still not available online. There were ways to reshuffle staff without shattering lives, yet the central office chose a path that has destroyed our staff's trust and cut dozens of excellent educators from our ranks. Sharing my news with colleagues, I've been met with resounding response.
They've shared tears. They've launched into outrage, and consistently, they've reprimanded the failures at central office that have led us to this reality. Our central office has been silent. For a county that values equity, this county has needlessly disrupted the specific support system that teachers who our students rely on. For a county that values excellence, this county has cut dozens of proven high quality educators. For a county that values family and community, this county just signaled to our staff that we need to provide that to our kids, but we won't have that provided
to us. We have an exceptional group of young people growing up in this county. I see them every day. I'm tremendously grateful that I get to work with them. Our school system deserves a central office that supports their teachers in the same way and with the same dedication that our teachers support our students. Thank you. Thank you so much. Miss Dolly Joseph. Dolly Joseph. Is Dolly Joseph in the audience? Miss Joseph, will cede her time to the chair. Philip Hamilton. You will have two minutes. Well, thank you for giving me time to speak today.
I am Jack Jewett District, and, I'm certainly friends with Noah Coffin and members of his organization. They're a great group. I've been to, multiple meetings that they've hosted, and they are supporting Charlie Kirk's mission, which is free speech on campus, in in our schools, and in the public, overall. And it's been six months since he was assassinated. And, you know, his wife wants to come to Baltimore County. He wants to come and speak to these students. And I think that the board should be open to, you know, keeping the current
policies in place, to not put forward these amended changes, and to allow Erica Kirk to come to, Baltimore County and to, speak to these students. And one thing I I do wanna bring up is that, if you are, gonna vote the other way and put forward this policy, that there's a group, called Fire. And they sent this earlier today to the board. And it states, dear board members, the Foundation for Individual Rights and Expression, FIRE, a nonpartisan nonprofit that defends free speech nationwide, is concerned by proposed revisions to the Baltimore
County school board's policy governing student activities and organizations. As written, the amended policy would violate the First Amendment, which protects students' rights to free expression. The proposal also follows contrary surrounding a Turning Point USA, club speaker invitation. You know, Victoria Cobb raising serious concerns that the board is targeting the group because of its views or the views of guest speakers. Fire calls on the board to reject the proposer visions and to respect and uphold students' First Amendment rights. So, I urge you, do not move forward with this, and, you'll be facing a
lawsuit if you do. Thank you. Thank you so much. Our next three speakers, Carmen Chandras, Nancy Koenig, James Powers. My name is Carmen Chandros, and I will cede my, place to mister Jean Duboc. My my name is Gene Locke. I live in Crozet. My grandkids attend Western. Unfortunately, I've heard from some students at Western Alba Maro that the learning environment feels unsafe to some of them and that, the learning environment is increasingly undermined by bullying,
intimidation, incidents of bias and disrespect. The policy change that you're considering does not address that. It does address the time and place of outside speakers, And I think it's a good idea to put it after school so that there's not disruption disruption in the middle of the school day. But I urge you to address why there is this increase in lack of safety and intimidation in hostile speech in our schools.
Why is this happening? Your student representative spoke eloquently to the need to address that at your last meeting. I hope that, you will realize that there are repercussions to some of the speakers that have been invited. It it instills a normalization of certain kinds of disrespect. Free speech must not be a cover for hate speech. You have to have a policy that helps your administrators define what constitutes speech that
is harmful to the learning environment. I know that is difficult. It's tricky, but I think the time has come to do that. Thank you. Thank you so much. Our next speaker is Nancy Koenig. Thank you. Good evening, and thank you. I'm Nancy Koenig from Scottsville. I'm a retired county teacher and parent of a 2002 graduate of Monticello High School. I commend the board for their recommendation as stated in procedure a four that, quote, the total program of activities in the school should be comprehensive and well balanced, providing
many and very varied opportunities for all students, and that an organization would not be denied access based on religious, political, philosophical, or other content expressed by the organization. This procedure allows for the opportunity to hear diverse information and opinions leading to the learning of critical thinking skills. One of your interview themes states that you want to, quote, protect ability to associate
with outside groups. But the timing of these policy clarifications makes me doubt the true intentions. This process comes just before a speaker from Turning Point USA has been invited by a non curricular club. I am concerned also that funds raised by clubs would be confiscated by the schools should the club be dissolved. If enacted, the policy would inhibit the ability of a club to raise funds because
the contributions would not be guaranteed that they would be used for the purposes of promoting the club. I ask that you consider these comments before voting on the proposed changes. Thank you, and God bless. Thank you so much. Our next speaker is James Powers. Good evening, board. My name is James Powers. I'm a parent of three. Two have gone through the school system and one still in the school system out of Rayo District. I'm here to speak about the proposed safety revisions of the student activities policy. I support the proposed language and offer two considerations for the board.
The Chesterfield revision you're gonna see later on, indicates that, quote, student organizations shall not engage in any activity which materially and substantially disrupt the school's learning environment. I ask the board to consider how will disruption be measured and how many kids need to have their learning disrupted for an action to be taken against the group. For our transgender kids in the district, knowing that there are student groups that seek to invalidate them, and promote a culture of exclusion is enough to disrupt their learning.
Metrics should be put in place that aim to support those most at risk, and actions in response to the disruption must be clear to staff. Two, the presentation reads that student organizations that promote or endorse violence, harassment, or hatred toward an identifiable person or group based on a number of characteristics that I won't go into for time or are affiliated with any organizations that do so shall not be permitted. And district administrators need clear guidance in terms of how those terms are defined.
The primary consideration should be given to students being targeted, not the students expressing themselves. The targeted students should be at the center of the conversation regarding what it means to be harassed, for example, or what violence includes. Furthermore, if groups are associated with outside actors, then someone must monitor the words and actions of those outside organizations and respond appropriately. Getting these points right in practice will go a long way to addressing other concerns in the policy. Thank you for your time. Thank you very much. Our next three speech speakers, Will Woodrow, Adrienne Eichner, and Rob Hewitt.
Will Woodrow, Adrienne Eichner, and Rob Hewitt. You will each have two minutes. I yield my time to Ollie Woodrow. Good afternoon, Albemarle County School Board. My name is Ollie Woodrow, and I'm the vice president and cofounder of the Turning Point USA chapter at Western Albemarle High School. I wanna start by saying thank you for the hard work you're doing to make Albemarle County Schools great. I have a great amount of respect for each and every one of you. It is because of that respect that I'm certain you'll make the right decision on the policy you're voting on tonight. Any Western student can tell you that over the last year, Turning Point USA and other non curricular clubs have radically changed the culture of West Elmira High School from
one where political topics were almost taboo to a culture where civil political discourse has become a norm. This dialogue provides students on both sides of the aisle the ability to formulate their own opinions and beliefs. And in our polarized world, where the youth gain the majority of their political knowledge from social media echo chambers, the ability to engage in political discourse is not only a good thing, it is necessary for the future of American democracy. The way our club functions is by hosting external speakers whose ideas spark discussions around the school for weeks following. At a school where over 85% of students engage in extracurricular activities, hosting speakers after
school is simply not an option. Make no mistake. The policy you're voting on tonight would be a death blow to the culture of civil dialogue and respectful conversation that our club has worked so hard to create. If that is your intention, congratulations. However, I think better of you. When it comes to the vote tonight, I trust you all will make the decision that agrees with logic and with the values outlined in the American constitution, not just your own political bias. Thank you. Thank you so much. Adrienne Eichner. Hi. My name is Adrienne Eichner.
I'm a graduate of Almirall High School. I'm very proud of being a graduate from Almirall High School. I enjoyed my school years. I was homeschooled before that. And it was very exciting to be in classes with boys and I was just so excited to be there and learn. And I enjoyed the clubs. I got to meet a variety of people and I got to learn new things and learn what their life was like and you got paid for babysitting. I didn't know that. And there were just all these things that were just so amazing about being in clubs and getting to try new things that my parents probably wouldn't have, promoted me
to do or, you know, encouraged me to do. So why are you trying to restrict school clubs that are respectful, peaceful? If they're not peaceful, what are they doing wrong? And, what are the penalties for that? And, I just feel like the timing is very strange that when Turning Point starts asking to do things, you start changing things. And, there was a particular, board member that's now a vice chair.
And you As I said in I didn't mention her name. It's all the same. You said board member. I'm sorry. You may continue, but you may not you you may not direct anything to a board member whether the name is used or not. Appropriate for her to be true to me? Stop. Stop. Please turn off the mic. K. Thank you very much. No problem. Rob Hewitt. Good evening. Good evening. Yep. If you wanna move both of those mics closer to your mouth so that, yep, we're all just different. Okay. That's good. Good evening. My name is Libby Hewitt. Apologies. I apologize. Christine, would you turn the mics on and just, reset her time?
Okay. So it's not your apologies. Okay. Just one second. She'll reset the time a minute. I'm gonna make sure you get your two minutes. Thank you. Okay. My name is Libby Hewitt. I'm from the Samuel Miller District. Good evening all. I just wanna point out a couple of things before I start and that is the Equal Access Act of 1984. I'm sure you're probably familiar with this. It gives a person a right to equal access and equal treatment. Also, on the, your website it says talks about equity mission to end the predictive value of race and ensure each individual student's success.
My question is, how is this new meeting policy achieving that goal? My by forcing speakers to only speak after school hours, you limit student participation. Not all students have transportation, whereas at lunchtime, their break in the school day, they can easily show up. If you pass this new meeting policy, you are denying them the equal access that you say you value. Hate speech, that's a question mark. This club has grown by leaps and bounds.
250 members currently, 700 students at their last meeting. Students readily choose to spend their free time in this way. And have you personally gone to the meeting? It it would be worth your time. Every time I've heard, Noah or other leaders speak, there's they speak with respect and care and kindness. I'm sure you've heard that tonight. And that character, perhaps that's the very qualities other students are attracted to, and that is one reason the club is growing. Hate limits. Love attracts.
We should be nurturing students in their quest for truth, not restricting them like this new policy would do. They have a right to choose their speak speakers, manage their budgets, and conduct their meetings. This is how our future leaders will grow. Today, students are looking for what is real. They're generally not finding it on social media. Here's an in person meeting that invites dialogue and search for truth. Thank you so much. Our next three speakers are Barbara Rudy, Kim Albero, and Josh Hetzler.
Barbara Rudy. My name is Barbara Rudy, and I'm from the San Moo And Miller District. I'm a forty year resident of Albemarle County, a former high school educator of ten years, and an Albemarle County Public School central office administrator for an additional four years. Based on that experience, I believe I offer a bona fide frame of reference for my comments regarding policies that affect our student body, and the health, well-being and safety thereof. I support the proposed changes to the policy regarding outside speakers for non curricular student
clubs and activities that occur during the school day. It's perhaps most important to point out first that the proposed changes to the policy do not include or result in the elimination of any existing student club or group, either curricular or non curricular. Provisions and related requirements under the federal equal access act are maintained. To put a finer point on it, the proposed changes as written neither discriminate nor against discriminate against nor disallow said external speakers from being invited to present to non
curricular clubs. With the changes, such speakers are not precluded from being involved or invited to present at non curricular activities. Rather, they are appropriately distinguished between external speakers who present during the school day at curricular clubs and activities versus external speakers who present at non curricular clubs during the school day. The proposed changes in no way disallow freedom of speech or the free exchange of
ideas between students. Both are critical to the intellectual development of students as informed citizens and future contributors to our nation. With the changes, there is likely likewise, no inherent breach of federal Thank you so much. Thank you. Kim Albero. Good evening. I'm doctor Kim Alvaro. I'm a Crozet resident, mom to four, and a concerned parent. I'm here to talk about student safety during events with high profile visitors who present elevated security risks.
ACPS already has daily safety protocols at every school coordinated with administration and law enforcement. These protocols let students focus on learning and give parents a peace of mind while their students are at school. I'm a Navy veteran. I'm married to a Marine. We've both had multiple combat deployments. So when I think about operational risk management, I worry about specific things. I had when I heard about the concerns about the upcoming event at our local high school, Western Almar High School, I looked for an operational risk management plan for
a high profile visitor arriving during the school day. I found one. With just a couple clicks, I found a confidential document for law enforcement and school administration only that outlines the security measures that would be needed in order to host a high profile individual who requires armed security. It's reassuring that the plan exists. It's alarming that anyone could access it. When a high profile visitor event disrupts the school day and requires additional security, parents need real assurance. If parents are relying on these protocols to keep their children safe, they deserve to
know what those protocols are. And when an organization invites speakers who require armed security details into a public school during school hours, the benefit of that event must be weighed against the risk. Every parent knows there is nothing we will not do to shield our children from harm. I ask you to hear this not as an attack on any club or event, but but as what it is, a parent's expectation that every child at that school is safe. If a voluntary club event creates increased risk for those who do not wish to
participate but are required to be there, that event should be held after school. Thank you so much. Josh excuse me. Josh Hetzler. Good. My name is Josh Hetzler, and I'm legal counsel for the founding Freedom to Law Center. We represent Virginians to protect their constitutional rights to free speech, free assembly, and religious exercise. I am here tonight to warn the school board about the dangerous path it is considering going down with the student club's policy as currently proposed. While the school district certainly has the authority to set reasonable parameters for how its student clubs may function within its schools, that power is not unlimited.
And we believe these proposed policies likely run afoul of important constitutional safeguard rails. To begin with, it is clear that this policy is targeted toward one particular group, the TPUSA chapters. After only after the Western Albemarle High School TPUSA chapter had Victoria Cobb speak about the reality of two genders, did the school board decide to overhaul its policies? Which disproport And adversely impacts TP USA. There is ample evidence from statements by this board alone to show clear animus towards this club because of their viewpoint.
It is also problematic that one person at his at his or her sole discretion can dissolve a club if they deem that club to have engaged in the promotion of harassment or hatred of an individual or protected class or if their affiliated organization is deemed to have done so. At a minimum, this vague and over overbroad language will significantly chill otherwise free speech, and it certainly could be used to shut down the TPUSA chapters based on what has already been said to falsely characterize these clubs, Many comments of which you've heard
tonight from from those who support this policy. There are other potentially fatal problems with this policy from a legal perspective as well. So I urge you to reject this policy and respect the constitutional rights of all your students. Thank you. Thank you very much. Our last two speakers for tonight are Tom Saiply and Zach Pauhert. And please, correct my pronunciation. Thank you for your time. It's Tom Saiele, and I am a father of a Lamar County student.
And I'm here tonight to support the proposed restrictions on outside guest speakers during the school day. Our schools must be a sanctuary for learning, not a recruitment ground for outside political interests. I get it. I get it that folks want free speech. I'm all for it too. We all are. And I get it that some group that Turning Point USA wants to have open debate. They want people to come and engage. But I think really, Turning Point USA is a one-sided divisive group with a glossy cover. And I think if you have a rehearsed debate tactic and a charismatic speaker that
you can make an extreme message sound convincing to vulnerable kids. I think using marketing, gimmicks like free pizza targets minors. It's not about diverse viewpoints. It's a calculated attempt to bait a captive audience of children. I think providing a platform for rhetoric that targets specific students, specifically our LGBTQ youth, It directly contradicts this board's own anti racism and nondiscrimination policies. We can't claim to protect all students while simultaneously handing a megaphone to groups that marginalize them during lunch breaks. So while I'm all for free speech and I think these clubs should be able
to meet at other times when kids who wanna participate in that can go and join them, I'm all for that. But I urge the board to vote yes to move these partisan events to non school hours. Let's keep our instructional day focused on education, not outside political machines. Thank you. Thank you very much. Our last speaker for today is Zach Powart. Hi. My name is Zach Paukert. I'm in the Whitehall District. For the last twenty three years, I've had the privilege of wearing a uniform representing our nation, both in the army now in the Virginia National Guard.
I don't wear a uniform for any reason other than to protect the organic right as a nation for us to disagree civility and to work for freedom. I don't have a need for anyone to agree with my point of view. But it is critical we create a culture of mutual respect. Our schools should be areas of inherent inclusion, mutual understanding, and mutual support. I've seen a very disturbing trend at Western Albemarle High School. My two sons have reported that certain clubs are not academic in nature and have
only resist resulted in increased animosity, increased division, and hate. To say that the school is at a pressure point is putting it mildly. They come home feeling unsafe. When there are guest speakers, there are security risks at the school, and we have considered telling our kids don't go to school today. The disruptions caused by TP USA has destroyed the learning environment at Western Albemarle High School. Furthermore, when talking to the administrators of the school, there is no clear policy.
There is no clear guidance for them. We need policies in place that equip our administrators to be able to do their job appropriately. This isn't a political issue. This isn't about just TP USA. It is about any organizations whose actions and guest speakers can put students' lives at risk. This policy gives our administrators the ability to create an academic first and inclusive environment. Thank you. Thank you so much. That now concludes our public comment for tonight.
And I do wanna just say from this board how much I appreciate the respect that, everyone was given to each and every one of the speakers. The next point on our and I'd like to continue that respect as we move to this next section. And I will pause if we're I'm not given that respect. The next point on our agenda is our approval of our consent agenda. Do I have a motion for the approval of our consent agenda? I move that we approve tonight's consent agenda.
Second. Moved by Doctor. Acuff, second by Ms. Lee. I have a motion on the floor for the approval of a consent agenda. All those in favor of the approval of our consent agenda? Aye. Any opposed? Our consent agenda clearly passes. We have no items pulled from our consent agenda. So the next piece of business on our school agenda is school division business. The first piece of business on that is A1, policy IGDA, interest and extracurricular activities
for secondary schools. I am going to this is how this next point this next, agenda is going to go. So we have heard from the public, both through public comment as well as through comments through, a written comment that has been submitted to us through email. We are I'm going to ask, Doctor. Russell Carlak to come to the podium. We've had several questions both from board members on the funding and fundraising provisions, as well as, I would say, of the comments, both tonight as well as comments that,
I responded to personally, that has been the one of the, largest questions. So before the board, goes forward on anything, I'm going to ask, Doctor. Carluk to just speak to those pieces of both what is in this policy as well as what is in other policy. But just pause, Doctor. Carluk. After he speaks, what I am going to do is I am we are going to go across the dais for for the board members and I'm going to ask, each of them, if they have any suggested revisions to the policy or any questions
about the policy. If there are suggested revisions, what we are going to do is I'm gonna actually call up, Mr. Grant and we are going to have the policy, up, and we will discuss revisions and, we will redline that if and take a vote on specific kind of friendly amendments to that. Once that process is done, I will see if there are any motions on the floor, and then we will move forward if there is a motion for a vote. So I just wanted to make sure people kind of understood where we were going
from here. So without further ado, Doctor. Carlock, would you mind just addressing the questions around fundraising both and fund and student funds, both what is included in this policy and then what is already included or not included in policies that already exist for the school division? It's certainly, thank you, Doctor. Berlint. One sec. Miss Thompson, would you you will have more than two minutes. Thank you, Doctor. Berlint. Certainly. So I'll go over the specific section about fundraising that was in the recommendations and
then discuss how it connects to existing policy around fundraising in Albemarle County Public Schools. So, the the policy as suggested right now says the following. All fundraising by student organizations both inside and outside of the school requires prior principal or designate approval per school board policies KJA, KJB, and JL. All monies raised or collected by student organizations or clubs shall be school activity and shall be deposited promptly with the school. Fundraising by and for student organizations outside of the school shall comply with school board
policies KJA, KJB, and JL, and all monies raised in this shall be expended only for the purpose approved by the principal or designee. If a student organization is dissolved, the student activity funds continue to belong to the school. This came about as a result of a lot of confusion that was expressed by, parents as well as students, as well as staff members who supervise or monitor school activities around fundraising. And this was also the last sentence was a line that was added as a result of advice from our financial department staff, to explain what already happens with student
activity funds. So an example of that is, if there's a reason that a student activity fund cannot be dispersed as the purpose set out in the original proposal for the fundraising, that can be used for other purposes as close as possible to that existing purpose. An example would be during COVID. There were quite a few school cancellations, that led to a lot of fundraising that had been done to send students, for example, to competitions, for orchestra or for choral, competitions, we were not able to comply with those existing, proposals because we canceled schools.
And when we came back, those funds were still in student activity funds, and and so administrators had to make a decision about how to apply them. So they applied them to different competitions for music. There are other provisions within our crowdfunding policy that stay something similar. And so I'll go through some of the existing policies that we have around fundraising. The first is in our student section of school board policy, specifies student fundraising. And I won't read through everything here, but I will note a few of the the pieces that are pertinent to the student activities policy.
The first is careful monitoring and regulation of student fundraising. So that's existent within our policy. It also requires fundraising, to have advance approval, in order for students to engage in fundraising for student activities. Fundraising in schools, KJB, says that in the school, it reiterates a lot of what the other policy says, and it also requires a written request twenty days in advance to engage in, fundraising within our schools. Outside of school, it it notes that there are similar regulations in place for students
to be involved in fundraising outside of school. It also adds that this fundraising needs to be done in compliance with local ordinances. It also prohibits door to door solicitation by students. Section one d of our crowdfunding policy, this is policy KJA, written approval, from Albemarle County Public Schools for employees and eligible organizations, to, engage in crowdfunding. Forced ACPS purposes or programs, student activity programs are school programs operated for the benefit of students.
Section two d notes that funds raised in crowdfunding campaigns must be sent to the school or ACPS finance. And four says that donated items become ACPS property. And section four f notes that items and proceeds acquired through crowdfunding for ACPS programming become property of the school board. So this again, these are existing policies. It was outside of the scope of the review to look at our fundraising policies. Our goal was to clarify where our existing fundraising becomes fundraising policies become pertinent within
the student activity policy. And so what we set to do was to clarify those policies and and to connect back to our fundraising policies. One other piece I think is important is noting that the part about, student fundraising becoming student activity funds, many other school districts do this, and this particular language comes from Chesterfield and Virginia Beach as models. Thank you. Before we move into individual general questions because we raised this, I wanted to see if there are any question clarifying questions that my peers have, regarding, the funds or
fundraising pieces that, doctor Carlock, just shared with us. Can you tell us a little bit about the accounting of those funds and who keeps track of that, please? Yeah. So an example would be when I, this is many years ago, but it's under this a similar policy, organized or helped students organize a fundraiser at Monticello High School. They wanted to do a soccer tournament to raise money for a charity organization, and they wanted to do it on a Saturday. And so we had to go through the process of renting the school facility.
We had to make sure that we had a process in place for collecting funds. This was before a lot of Internet was used for fundraising, so we were collecting checks and, in some cases, cash. And it was made very clear to me by my principal that time, I was a teacher, that it was expected to have a process in place to gather those funds, to account for them, and to give them to the school bookkeeper as soon as possible. And then that school bookkeeper then deposited those funds into the school's bank account under, student activity funds for that particular student group. This is how it it's already operating in many of our schools in these situations.
The again, the the the goal is to clarify how that operation works across our schools because there have been some instances in which, it has not been applied consistently across our schools. And how do we get that to be applied consistently? I think that's once a policy is in place, I think it's really important for the the school district to work really hard to make sure that the policies are implemented in a way that's that's fair and, across all of our student groups. So just to clarify, at this point, there may be a number of clubs operating in the high schools, especially that are non curricular that are not submitting donations and
and running their fundraising through the school system currently? In in the interviews and the focus groups that we ran, that seemed to be the case that that was indicated in those those groups. Okay. Were these groups that had the school name in it, like the Monticello Chess Club or the Almar High School, aeronautics club? Yes. And looking back historically, and this isn't only happening right now, this is these are things that have happened in in recent years. I was able to find instances in which, the schools' names were being used in,
online solicitation for funds. And when that's the case, and perhaps this is a legal question for mister Black, but in that case, if something were to happen to those funds, who would be responsible if the school name is attached to those funds and something happens to them or there's something like that? It that feels like a governance thing that would come back as our responsibility. Correct? Potentially. Chair Berlin, may I ask a question? You may ask a question. Doctor Karlock, under existing practice, what happens when a club ceases to exist and it has some activity funds on deposit under its account?
So when a club ceases to exist, it's usually right now, to my knowledge, we haven't, disbanded any clubs in my in recent history in terms of, if if what might ceases to exist, it would be most likely due to students no longer being interested in that club and not signing up for it. We've had situations in the past where and from my personal experience as administrator where, we've had funds in a student activity account, that had been there for many years and the students had since graduated. And the principal then made a decision to, allocate those funds to a different student
activity or a different, purpose that was similar to what that original club was set up to do. Can you talk about how much money is in some of these fund? Does do do we know? I I can speak from my personal experience as a former administrator. Often, it's very little money. It's maybe a couple $100. There are situations where, there are many there's more funds, but generally, most of our, student activity funds are are smaller. Other questions for mister Carlock on this fundraising question? The fund and fundraising question.
Well, I'm sort of getting off the point a little bit. But if I mean, there was if a if a club disbands and the monies would stay with the school, I know that we are also in in the in the fuller policy are having, clubs write a charter on could they designate in that charter if they disband their funding would go x you know, they would prefer it to go if it was a bicycle club and they want it to go to the lacrosse club, I mean, could that be specified in advance?
I think the school board could specify that in the language if they choose to, if they wish to say something to that nature. Thank you. Any other questions on this? Thank you so much, I appreciate it. Thank you. So, I'm going to ask Mr. Grant, correct, some and to come up with to the dais. We'd be or you're sorry. That's right. You can do it right there. You don't have to stand in front of me. So just what you are seeing in front of you, just a question.
I I would is this available, this version with the numbering available online? Is it I just it's okay. It's okay if it's not. I just no. It's okay. So and for those of you here in the in the audience and on and online, what you're seeing this this is the policy as you saw it, as discussed it last week. The only change right now is that there's just numbers on the left hand side, so that as the school board is discussing the policy, if there are any potential
amendments that we want to make or changes that we wanna make. It'll just be easy for both us, for for mister Grant to to make a note as well as for you to see what we are, potentially changing, or discussing changes, I should say. Apologies. So what we are doing next is I am going to go around to my colleagues. I've asked Doctor. Eacock to go first. I will go last. I'll go I'll skip myself. And we will be just bringing forth any, questions for consideration or, points that we want to.
Can I ask one just a procedural point? Yeah. Sorry. So, will there be time to discuss the entire policy or just changes? Should you bring that You should what we want now. I think we should discuss both the entire and, the the entire priorities of the policy as well as the changes. There will if we do move for a vote, there'll be another point for time for discussion, but I think it makes sense to talk into a point in context as well. Am I up? Yes. Thank you, doctor. First of all, I'd like to thank doctor Carlock and his team and, for the
hard work that he's done over the past several months. We asked in November, for a review of policies, not only in Virginia but elsewhere to clarify our thinking about our clubs. We have had many questions answered. I think the review was quite thorough, and, I support, adoption of the policy as written. I also wanted to, extend my thanks to doctor Karlick and all the people who were involved in the review.
And I also wanna thank everyone who came out here tonight to speak and all the people who spoke and especially if your voice shook a little. I just wanna say I see you because mine does too and it just means you're really speaking your truth, so I really appreciate that. I, a lot of people made a lot of good points tonight as have been in our emails, particularly, miss Ludovici, I think. Sorry. I think it was important for us to take a look at this policy and we have so many policies and we do look at them, but when when we
look at them through the lens of what is really happening and, you know, it's important the timing, to understand how much is missing from a policy. So I thought that was an excellent point that you made about that and I know some other people made this point too. What I really like about this policy is that it keeps the main thing the main thing. We talk a lot about student achievement. But, you know, at the end of the day we're we're truly a curricular enterprise and so it the distinction, the clean distinction between co curricular and non curricular clubs
while placing, you know, importance and value in clubs is is really important in this policy. And so I too have no changes to suggest. Miss Osborne. Yes. I would like clarification on line 183 defining school day. We think we know what that means, but perhaps we could elaborate on that a little bit. Is that bell to do we wanna use the phrase bell to bell or or what? I don't really care what we use, but I don't want it to be discombobulated
into something else. The other than that, I'm fine with the policy the way it has been written. My concern is, the division level and making sure that we have consistency in how the bookkeepers do their thing with the money and how the principals interpret these things as well so that it is consistent across the division. And one thing doesn't happen at one school and another happen at another. So just that consistency I would be looking for whatever that means that training or
memos or whatever they get. Other than that, I'm fine with the policy as amended. Would we like to, discuss the that we're changing right now from school day to bell to bell? Or or something or if there's someone else has a friendly amendment to that? I think we utilize that term now for putting our cell phones away and other devices, so I think that's an understandable time frame. So I would support that modification. One suggestion that somebody mentioned is that, we think about the process of buses coming
and going and, perhaps, define the school day as, before the buses arrive or after the buses depart in the afternoon? Just as another possibility. I am in favor of something like that. I just, you know, as a former teacher and administrator, knowing that that is a busy time to clear, that a speaker should not start before should need to end before buses arrive and cannot start before buses leave.
I think just adds clarity, to that, but I'm open to it. It sort of adds clarity conceptually but not Exactly. Clockwise. Right. Yeah. So I would still favor bell to bell. Yeah. Because you're assuming that we won't have any more bus driver shortages and that buses are running on time and all that stuff too. Right. It it makes some sense but Just just for for clarity, what I have right now is, in person guest speakers during the school day, which is defined as the time from the first bell to the final bell of the day, that's the part
that's added, shall only be permitted for cocurricular student organizations and continues on. Is that the language? I mean, I think if we did a if we did a straw poll or hand poll or whatever we're talking about, I I actually like the bus to bus idea as well. So this might be something This way. To vote on. On. Sorry. I like the business idea too, so this might be something to vote on. My only concern is that it may require some time. From the time I used to teach and coach at Albemarle High School.
I know that, from the time that last bell rings until students have the opportunity to leave the campus is, shall we say, chaotic? We Would the board want a time frame before so we could have which is defined as x fifteen minutes, twenty minutes before the first bell and twenty minutes after the final bell. Do you want that kind of clarification, sir? The only other thing I, have thought of is and I bet I don't have teacher contract hours in front of me is we do have a term called teacher
contract day. I don't know if that has a time frame in it. I don't know if but I'm looking at mister Redding. I don't know if there's a time. I don't mean to put you on the spot. So I'm I'm also fine with if we did a fifteen minutes to fifteen minute. I I would offer that, teacher contract time can be adjusted based on the needs of the position. It could include Okay. What we consider before and after school. Okay. Thank you for that clarification. I I appreciate it. Do we wanna do a straw poll or a vote?
I'm just gonna keep looking, to my to my right and to my left. So wanna make sure clarification. Right now, I don't I I have which is defined as the time from the first bell to the final bell of the day. I didn't hear whether or not there was any interest in editing that further. I am interested in if we're gonna do a defined time, then something that's reasonable and I do see a former AAGES principal right back there Mhmm. That we could ask maybe if, like, twenty minutes makes sense or I I'm sorry. I don't mean to put anyone on the spot.
I don't know if it's fifteen minutes or twenty minutes makes sense for people to be able to get in and get out, before any such activity. I mean, I'm not I don't I'm not a member of any club, but in some ways it it's more controllable, it seems to me. If you have other things to do that evening, if your club meets right after school rather than waiting until, you know, twenty, thirty minutes until the buses are gone. It looks like this is something that, we should take a voice vote on.
I'm looking to my right and to my left. Right now, looking think about Robert's Rules. So right now, the proposed change is as that is written right now is as defined the time from the first bell to the final bell. I propose we we do the language that's up there. We can always if it's not if it's not working, we can modify it down the line. Do I have a second for that motion? Second. I'm deciding if I should do a roll call vote on this or just I'm
I'm I'm gonna do a aye vote. All those in favor of the the amendment as, made by Which is up on the With Doctor. Acuff, which is up on the which is on the board. I'm gonna ask you to say aye and raise your hand. All those in favor? I I Oops, sir. I. It sounds like I said aye just because I was speaking with myself. I just want a second to think about that because We can we can all take time to think about it. Yeah. We should there's no rush. Because it did seem like an important part of this was people being able to leave if they wanted to.
And I know that you're just asking about defining the day which I think is important. But then we're just taking on something a little bit different right now. And I just want to be thoughtful about that and I'm slow. So that's I'm just sorry about that. Well, they're both good points but Kate said about, you know, if you're staying for an after school activity, waiting around fifteen minutes for buses to leave is is kind of a pain, but I'm I'm fine on either way of this. I just think we need to pick something so that we have some guardrails.
Yeah. I would, as another former Albemarle High School principal, the school ends at 03:50. I recommend the board pick a specific time. Otherwise, we're gonna start haggling. You you see what's happening here? Right. This will be happening at every school. And so I would recommend, quite a buffer after school lets out, anything between forty five minutes and an hour so everybody can clear out. If students are interested in attending an after school club or presentation, over the years
as a school principal, two high schools, I've noticed that they will stay and do that where they'll go and then they'll come back. So I I recommend specifying a specific time, not doing it based on when all the buses are gone. And, and then as doctor Acuff pointed out, we can make adjustments to that time if it turns out to be, turns out to be impractical. That's my recommendation. How would that work with the different levels of school ending? Would we just specify all of them? Because I would presume Yes.
So, with what time does middle school let out? So all our high schools have a common bell schedule. All our middle schools have a common bell schedule with the exception of Henley. So there's more consistency seating. And what time is middle school that out? I have four. 04:05, then Henley is 04:10. Well, we, as you probably noticed the attorney whispering in my ear, we could also say forty five minutes after the final bell. Yes. So it's very specific. So, oh, so we do have an open motion on the floor.
So, again, I'm making Can I rescind my motion? Okay. You could Yes. Okay. Okay. Okay. Okay. So, so, doctor A pass second? You've never sent my I don't mind withdrawing mine. I mean, I as doctor Haas said, we just need a time certain or, and so so do we have different times for middle and then high school?
So we say forty five minutes after That's a long period. Isn't it? That's a long period of time. I think that's a lot. That. I'm compared I I understand why and that but I also is there a compromise? What about a slot for high school but not for middle school. Yeah. Yeah. Yeah. Is the do I have a motion on the floor too? I wanna do it. I'm gonna say forty five. I I have picked my child up from HS and so I know that that
lasts that times, can be quite chaotic and also from Lakeside. So we could do forty five at the high school in thirty minutes at middle school if that makes you all feel better. Yes. Is that a is that a formal session? It has to get up to the pink right. Just wanna make sure I I capture what you're looking at. So I've heard so right now, we got bell to bell which does not specify middle school or high school. Mhmm. We can specify middle school or high school with the set time of day or
we can do a number of minutes before and after bells and then it's not time of day. So I think we would do forty five minutes after the high school bell and thirty minutes after the middle school bell. I'm gonna give mister Grant a moment to type that in so we can all look at it. You said thirty minutes from middle school? Yeah. From middle school. There's nothing worse than being the person who is writing this while, many people are watching. Here's what we have, which is defined as the time school day, which is defined as the time from forty five minutes before the first bell to forty five minutes
after the final bell of the day for all high schools and thirty minutes before the first bell to thirty minutes after the final bell for all middle schools. This, so, this is a this is a, policy for our secondary schools, so only middle and high school are included. I just wanna make sure I'm looking to my right and to my left about that. And but do are there any exceptions? So I move that we, accept the amendment as presented.
Second. All those in favor? Aye. Any opposed? That amendment, passes. Who was the second on that, mister Dillenbeck or mister Peter? It was mister Dillenbeck. Apologies for not stating that. Was there any other points that you wanted to make or questions that you wanted to bring up? Nope. I'm gonna pass it over myself as the chair always goes last to mister Dillenbeck. Good evening. I'd like to also thank Rusty Carlock and others who've worked on this policy and thank those of you who've shown up tonight to voice your support one way or
the other takes a lot of courage, especially for high school students. This is clearly a divisive issue. I wanna encourage each person here to take a deep breath, put down the swords, and consider the perspective of the other side, and may consider tuning out social media for a little while. We as a board are charged with just a few responsibilities, one of which is setting policy to govern the schools in this county. We have a duty to ask the question, will this policy enhance or inhibit student
learning? While I agree with much of the provisions of this policy change, I have some significant concerns on several other important issues. We have a duty to enact a balanced policy which protects the rights of all students to a safe and effective learning environment and their rights of free expression. I've heard instances of harassment on both sides of the issue that needs to stop. I'd like to challenge students and parents to sit down sometime in the next week
or two and have conversation with somebody who is in opposition to your beliefs. Not some campfire kumbaya scenario, but some real, honest, and respectful discourse That's healthy and productive and perhaps the only way we can overcome the incredible division that we see in our country and, sadly, in our county. We welcome productive input on this important policy, and we've gotten a lot of it. And we look forward to the time when students can get back to learning peacefully
again. I have several specific friendly amendments that I'd like to offer up. But first, I'd like to propose that we cut out for now, for this discussion, the, policy on financial donations and the distribution and management of of fundraising. Because I think we can agree on much of the rest of the policy. But in my opinion, the fundraising piece still leaves a lot of unanswered questions, and
I have some disagreements with the way the policy is written in terms of money coming in from outside sources and the supervision of that. So a point of order. Mister Dillenbeck has made a motion. If there's a second, there, can be discussion. Do I have a second on that motion? And I have it highlighted there on your screen. You can see it. Make sure, Port Dillenbeck has the right section. Correct. And just to confirm, your, motion is to delete, section three fundraising by student organization,
and allow that to be, to pull that out of the policy for now until additional work can be done. Correct. So to give us more time to address all of the complexities of the fundraising portion of this policy change. Do I have a second for that? Seeing no second on that floor on the floor, we will, continue, our discussion. Okay. On line 63, I'd like to offer up an addition to, the sentence that starts
student organizations that promote or endorse violence, harassment, or hatred toward an identifiable person or group based on race, color, religion, ethnicity, and so on. I'd like to add political beliefs to that list. Point of order, chair. Mister Dillamack, is this a motion or? Is Yes. This is a motion to a friendly a motion for a friendly amendment, I think is what it's called. No. It's just a it's just a motion. Just a motion. Yes, sir.
So you're just ended. I just wanted to clarify for everyone in the public. So that would be to add, after change the disability, comma, or political Political beliefs. Political beliefs. So political affiliation. I'm sorry. It's That's fine. Is that well, what That's fine. As long as it's spelled correctly. So we have a motion on the floor for mister Dillenbeck to take make a change in addition to, line 64 to add political affiliation to the policy.
I will second that. And the second is, moved by, mister Dylenbic, second by, mister Beard. Do I have any discussion on that? Do people need a moment to I think there's a difference between beliefs and affiliation. So if mister Dilbert could clarify which he wanted to use and we get the right from there, that would I would appreciate that. I'll go with beliefs. So, Miss Osborne, that would be a friendly No. That was a question in the discussion.
Okay. Because we had the second and then moved to discussion. I don't mind putting that in. I think it follows more naturally before or affiliated with organizations than where it is in the sentence. Or disability or political beliefs. Yeah. Board member Bill and Beck, is it? That's fine. I'm being challenged on my Robert's Rules tonight. Do I do you that was a point of discretion. Would will you do I need him to to, pull his original motion and redo it? Or is this okay.
I just wanna make sure I'm following my Robert Drews. I'm going back to my model United Nations time. So Well, he did he didn't say exactly where in the sentence he wanted to be. Yes. Right. So Chair Bolin, if we wanna be hyper technical about the rules, the appropriate procedure would be for mister Dillenbeck to withdraw his plan and make a new motion. That's right. That's right. So I'll withdraw my original motion and make a motion to insert political beliefs after
disability or and before are affiliated. And I will second that again. Moved by mister Dillenbach, seconded by mister Beard. Do I have any discussion? I'm I'm just inclined to support adding, a mutable characteristic to a list of immutable characteristics that are have been listed out by, I can't I'm sorry I can't remember this, Doctor. Hatlick might have to correct me on this but the Virginia Human Rights group, I
think it's a it's a very well understood list of groups and I I I don't believe we should add that. That's a good point, miss Lee. I'm gonna give everyone just a moment on the dais, and then I am actually for this one, just because it will be close, I am gonna ask, Claire, I almost said it. Clark Thompson, to do a roll call vote on this motion. Are you ready? Yes.
Thank you. Mister Pierre? Yes. Mister Dillenbeck? Yes. Miss Lee? No. Miss Osborne? Yes. Miss Bill miss Billman is absent. Doctor Ako? No. Chair Berlin? No. The motion is, tied. Fails forward. Do we have any another motion? Three three three three three three three three three three three three (333) 333-3333 333 3333333333333333333333333333333333333333333333333333333333333333333333333 And I know this is a long and extenuating process, and I appreciate everyone's
decorum during this time. So I'm looking for the section on fundraising. Mister Grant, if you can help me with that. That's line 197, begins that section. Okay. Thank you. I wanna present a hypothetical situation to demonstrate what I feel like is, poor policy that's that's trying to be passed that needs to be clarified. Forgive me, Rachel Miller, who I believe is the club, sponsor of the Monticello High
Mountain Bike Club, if you're here or listening. What I'd like to do is is to use that as an example, maybe a little less controversial or highly charged example. I don't know the conditions of that particular club. But imagine for a second if we have a wealthy donor in the county who wants to support the mountain biking club at Monticello High School and so makes a donation of a $100,000 to help with preparing trails, buying bikes for kids who can't
afford them, going to, sporting events, then this is not an athletic sport, an official VHSL sport, Conicello High School. So this is, an outside non curricular club. So imagine this club gets a a donation of a $100,000. And for whatever reason, the club is shut down, maybe lack of interest or whatever. The way I read this policy is that those funds don't get returned to don't
don't stay within the club, but they get transferred to Monticello High School. That's not good policy in my opinion. And so, although I understand that there needs to be some management of funds for non curricular clubs, especially for donations that are coming in from outside the school, I don't believe that this, the way that the policy is written starting in line two
zero two, I would suggest that's that's problematic to me. If a student organization is dissolved, the student activity funds continue to belong to the school. What I would like to see instead is a policy that distinguishes between student activity funds collected within the school for the club use versus outside funds coming into non curricular clubs.
Because in my opinion, although I do believe that there needs to be some adult, guardianship of those funds, we we don't allow minors to manage to manage funds. My proposal would be that, any club collecting, funds that they would be under the management and direction of an adult. And I would suggest perhaps a reporting require an annual reporting requirement, for example, so
that the principal of the school is aware of the fundraising activities, both the money coming in and the money going out. But if the club shuts down for whatever reason, those funds stay within the outside organization. I know that there are five zero one c threes. I know that there are clubs at Albemarle High School and other places where they receive money from outside source. There are Albemarle High School clubs, rowing, other clubs that receive money.
So I believe and I have some specific language, but, would yield. All of our activity funds are managed by adults at schools. All of them have, procedures regarding reporting and, deposit and and, expenditure requirements. All of them require two signatures for any expenditure associated with it. Any donation has to be received any donation that's made is is generally received by adults in the school, and it's retained within their accounts.
Monies that are outside of our accounts are not controlled by us. So it is we're discussing solely the monies that are under our control. So if someone makes a donation to a club and deposited in our accounts, our principal is ultimately in control of our activity funds within that school. They are are aware of them. Monthly or or more frequent reports are made to the principal, regarding that, and any expenditure generally requires their signature and at least one other person's signature within that school.
So we we robust controls regarding our expenditures within, schools. And I would, add, Jackson, that and I thank you very much for your information. But that's that's not just Albemarle County. This is it's based on Virginia code, 22.1 dash 100, school activity funds. That section allows school boards to establish and manage school activity funds for activities such as as clubs, athletics, pub publications, and student organizations. The law requires that activity funds are accounted for and audited.
The principal is responsible for administration, and funds are part of the school's financial system. And then it goes further. Their Virginia Department of Education provides there's a handbook that's, it's Virginia Department of Education School Activity Funds Manual. It states that student activity funds are public funds held for the benefit of students. So any funds that are put into school activity funds do become the property of the school system for the benefit of students. They're not private property of the club or student officers.
The principal has fiduciary responsibility for how they're used. Club disbands, the manual generally recommends that funds be transferred to a similar student organization or used for student activities consistent with the purpose for which the money was raised or placed in a general student activity fund account for student use. Divisions typically, when a student organization becomes inactive or dissolves, the remaining funds revert to the school activity fund and may be reassigned by the principal for as long as it is used for student purposes.
So under legal principle, they just need to be used for student purposes. The principal cannot say, well, I'm going to do something for the staff or something like that. So making changes like that, while I'm sure there's good thinking and there's justification for that kind of thinking, it would go completely against what is done as a best practice and a legal practice across public schools all over, Virginia.
And if a principal said to me, I'm gonna, you know, recommend that a club be formed outside and have its own funds outside the school, then what we say is, well, if they're gonna do that, then we're not managing any of it. And we have parent teacher organizations that do that. At some schools, the PTO, runs its account through the school. And others, they make their own, tax exempt fund and we don't manage it. We can say that we're gonna require that, they report to us and give us
an annual account of what they're doing, but we can't enforce that. And, if an account is created inside the school in in our accounts, then we have control over it and it and it reverts. So what I heard you say just a second ago is that there is a provision for outside, clubs to have, fundraising and collect funds, that are separate from and
not a part of the student activities fund. Not with the school. We just heard doctor Carlock say that there are clubs existing now that have funds that, are not run through the schools even though they are Yeah. School related clubs. I'm sure that's the case. I mean, you think about the multitude of clubs and little organizations that students will put together. I mean, right now, it's tax season and we're all supposed to pay our taxes,
but all over the country, there are people that won't. And so it's very hard to enforce that. What we can do is say in policy that if you're gonna have a club in the school, then we we will you need to have the the funds, run through the school. The issue, I think, with non student clubs or non curricular clubs is that, technically, they're not supposed to have a sponsor that's running it, so as an adult. So what happens is then the students can sometimes, take it upon themselves to, have
an account outside the school. Now with the curricular clubs, the you have a teacher sponsor, and that that's all running through there. So you're you're gonna have just because it occurs doesn't mean it's lawful or it's in compliance with our policies. So I wouldn't I mean, just my recommendation as an as an administrator, I wouldn't create something in policy that's going to make it easier or encourage, something that's really not in the best interest of kids. That's just my take. I'm not a board member, and I can't make an amendment or or etcetera.
And, Jim, on your on your hypothetical of the $100,000 for the mountain bike club, typically, it seems like that would be something that would be run through the AFE now that we have the AFE. And in that case, the donor can put stipulations on their $100,000 saying, I want this to be used for bike trails and near Monticello. And then that's that's a different ballgame. And in in your example, does the school control those funds?
The foundation. The foundation. The foundation would would control those funds because that was a gift to the foundation which benefits a certain project. And in that case, the donor would say, if that club were to disband, I either want the money back or do something else with it. That in that case, the donor would have that choice. So but based on this policy, that's that's not allowed. There's no provision for what you just described. But the AFE is a different ballgame. Right. So those funds wouldn't belong to the school.
They would belong to The AFE. The AFE. Mhmm. So again, it just proves my point that I think we need to do some more work to refine the fundraising and fund management process because, a, what you just described wouldn't be allowed under this new policy, and, b, as one of the students pointed out, the impact on existing clubs would be dramatic. I know for, for example, that there are some clubs that are operating with parental
involvement and parental funding that according to the letter of this policy, that would be prohibited. I think any any club that has has Algo Marlione bike club or chess club or Monticello bingo club, whatever, I mean, should run I mean, that they are representing the school division. And I think the school division needs to oversee the finances of those clubs.
It seems to me that another way to go about it, Jim, would be to tell any large funder, you know, I'm I'm setting you know, I'm donating this you know, I I want to do a, b, and c, and I can give you manageable amounts over a period of time. I mean, it's on I mean, the concern you seem to have is that the donor might be disappointed that the funding for a new bike trail, you know, was
in the possession of the school division after the bike club closed shop. As a point of order, I I just wanna make sure there's been a lot of discussion. I wanna make sure I didn't miss it. I don't have any, motion on the floor. So you've got a lot of discussion. I okay. I just wanna make sure I haven't missed in terms of the structure of order if there's no motion for discussion. So I'll I'll make a motion just to get it on the record. So on in section three, starting with line 194 Section D, fundraising?
Yeah. I would add, any club receiving outside funds must demonstrate a competent adult guardianship of funds and disclose fundraising activity to the school administration on an annual basis. Clubs which require additional security and supervision will be required to pay for those services. And then I would amend the last sentence to, if a student organization is dissolved, the student activity funds collected inside the school continue to belong to the school.
Any funds collected from outside shall be returned to the outside organization. I have a motion on the floor. I know you have that written. I don't know if you wanna maybe hand it to Mr. Grant. Oh, wait. Sorry. Before we, Chair Roland, did you wanna recognize Mr. Zimmerman? That's up to you. I will recognize Mr. Zimmerman knowing that you are the, the, an expert in finance. Thank you. An expert. Sorry. I was about to try to give your title, and I can't. So, you're an expert on our accounting procedures, and I would appreciate, your remarks.
I apologize. I didn't identify myself earlier for those who are listening. My name is Jackson Zimmerman. I'm the school finance officer. I wanted to be a little clear on on when the funds are under our control. They are school board funds. They must be they can only be disbursed, under the policies of the school board and County Of Albemarle. So those funds, when we receive them, they are our funds. We would need we can only disperse funds upon, an invoice or a request for
disbursement that is approved by staff. So returning funds, after the school board receives them for a purpose, those funds generally, as of rule, belong to the school board and are not dispersed. They are utilized by the school board for the school board's activities. Otherwise, don't make the donation or give those funds to the school board. Okay. So I would caution against, reversion of funds. Okay. That would create a long term nightmare in terms of tracking, over time.
And you're speaking specifically of school activity funds? All funds. School activity funds are our funds. So if there's a donation to the Albemarle Rowing Club So there are instances regarding donations. If, someone wants to, give a check just give a check for a $100 to the rowing club and they don't want any any, tax, documentation regarding it, they can just hand the check or hand a $100 into the school, and the school will
deposit into that fund. If they want to be recognized by the school board, it must be received by the school board. And in order for them to make the claim on their IRS taxes, they should have that documentation to back it up. That's why you receive those quarterly reports regarding that. So if someone wanted to make a $100,000 donation for a mountain biking event, I would really highly recommend that be done through the school board directly and be brought before you. And administration would be involved in that. But if somebody's making a $100 donation to the mountain biking club for their use
for general purposes, That is typically handled at the school level unless they request IRS documentation, and then it is brought directly to the school board. Thank you. Thank you very much, mister Zimmerman. We do still have an open motion on the floor. I want to see if my colleagues would like, mister Dillenbeck to read that again, before, to inform their decision if they wanna second that. Seeing no request or no second, that motion fails.
Okay. One last item of clarification. There's been a lot of concern mentioned about the possibility of a principal terminating a club for whatever for for reason, that there that there is no recourse. And my under my question, I think doctor Carlock addressed this last week, is no, that's not that's not according to this policy.
This policy, but I don't see where it's it's spelled out a process for terminating a club. Is that did I miss that? Just a point of clarity. You can pull it up so we can see it. I'm reading through it. I'm not sure. I don't know where it is. Control F. What are we looking for specifically? Is there a line or you want us to find? I I believe it was in the original, policy document looking at Rusty to see if that has been deleted or amended somehow.
So I'll read the response. So in section three a, the policy prohibits clubs that one, violate the law, two, violate school board policy, or three, violate school rules or the student conduct policy at the organizational level. That's in the part about creating clubs and which clubs are prohibited. There is no direct language about terminating an existing club. The prohibition of the club could be read as such. However, if the board wants to address the language to be more specific about termination,
there is this language from Stafford. It says specifically that student organizations that, do not, follow what the, basic stipulations are for creation of a club, it says, and this is direct quote from their policy, failure to comply with these provisions shall be grounds for disciplinary action or revocation of recognition. It goes on to say, non curriculum related clubs and organizations that are denied permission to use school facilities by a principal may appeal the principal's decision to the superintendent or designee. Okay. I personally like that language.
I feel like it is, more clear than what's in in this, in particular. So I guess my last motion would be to include Safford County's language about the process of termination of a club. Could you read that again? Yeah. Well, I guess we'll wait for Jason to type it in. Spare him to the the trouble if if you can read it. Alright. So it'll be So the the way Stafford's language is is failure to comply with
these provisions shall be grounds for disciplinary action or revocation of recognition. Non curriculum related clubs and organizations that are denied permission to use school facilities by a principal may appeal the principal's decision to the superintendent or designee. And I would need to know where you would want that within Exactly. What else do you need? Where where would we be inserting this? Well, my thought was would be toward the end, after Line three zero eight, evaluating the program, we talked about how to charter programs and what's allowed and so on
and then administering and then evaluating. So I would probably insert that after line three twenty two, three twenty one. So, Jim, the line 65 that says, failure to comply with these provisions shall be grounds for individual disciplinary action or revocation of the rights conduct meetings under this policy, is Is that is it I mean, that seems redundant. Is that That line doesn't specify the process, the fact that the appeal Okay.
Yeah. Well, that might be where the new language could be inserted. That's fine. Either way, as long as there's an opportunity to get in there. For you to make a motion I mean, apologies. My stomach's growling and you start hearing it. For you to make a motion, I'm gonna need you to be specific about where you would like it to be. Line 60 seven? Line 67. Does that work, Jim? Yes. Section three a, line 67. Alright. Much delayed on here. Is there just for people following along? So as Jason is typing, this is going into the section three under student organizations.
There's a policy statement. And then at the end of that I'm gonna allow mister Grant to continue typing and then but there's a motion on the floor for this language. Okay. I have on line 68, failure to comply with these provisions shall be grounds for disciplinary action or revocation of recognition.
Non curriculum related clubs and organizations that are denied permission to use school facilities by a principal may appeal the principal's decision to the superintendent or designee. And so, Jim, I think do you wanna replace that last line since you've already done? Yes. Yeah. If you could replace the failure to comply on line 65. Delete the last sentence on that on line 65 because it's redundant. You've got it. Yeah. So for those of you listening, online, mister Doelenbeck is I'm just going to do
some self talk here, is, making an amendment to his motion, to just delete line 65, and add, a statement, on line 68 with more specifics. And this is an open motion on the floor that has not been seconded yet. You know what? I'll second this one. You beat me to it. This has been moved by mister Dillenbeck, second by miss Lee. All those well, I'm gonna give everyone a moment. To my right, to my left. All those in favor of this motion?
Aye. Any opposed? By a motion of six in favor and zero opposed, this motion passes. So we now have two amendments to this, policy. Thank you. Thank you so much, mister Dolan. Okay. Mister Beard. I have no amendments to offer to the policy, but I know it's great. I'm a new school board member. I've never done this before. I've never run for office. I've never been in public office before. But I do have a bit of a little bit of a statement I'd like to read. I just wanna thank everybody in here for speaking out and for our excellent ACPS
staff, especially Rusty Carlock, thank you, Rusty, for proposing these changes to our rules for student organizations. I'm speaking as a taxpayer who loves our Albemarle County Schools and as a devoted parent to two young men, twins, who graduated from Western in in 2018. Our sons got a fabulous education there and and have gone on to good careers and happy lives so far, knock on wood. But it pains me to see the Western that my family and other families know and love so much be torn apart by rancor and division and controversy over outside
speakers during lunch by non curricular student organizations. We need to focus continuously on student academic achievement. We need to get back to the business of loving and cherishing our young people, of educating them with rigorous academics to to be the adults of tomorrow, the leaders of tomorrow, the mothers and fathers of tomorrow if they so choose. We need to keep alive that special spark we all that is found in high school. The spark that animates our students' knowledge, their creativity, their passion, their athleticism, and, yes,
their teenage humor that we know so well. So end the distraction. I am in support of this new policy. And thanks everybody for coming out tonight. Thank you so much, mister Beard. Miss Billman was not able to be here tonight, and so I have a statement from her that I will read before I, make any comments. I regret that I am unable to attend tonight's school board meeting because of a prior work commitment. However, I want to make certain that my position in support of the recommended policy is clearly shared for the record. I brought forward the motion in November asking doctor Haas' team to review our policy
on school clubs and outside speakers because of the significant number of concerns we, as a board, received about the operation of clubs in our schools. That motion was unanimously approved by the board to start the process, which will culminate tonight with public comment and board deliberation. This has been a very thoughtful and public process. It has taken months of careful review, public input, and student feedback to reach this point. I believe the recommended policy reflects that work. As drafted, this policy aligns with other school divisions in our state, protects free speech, and helps ensure that our schools remain safe learning environments centered on our educational mission
and curriculum. One of the most important duties we as a member of the school board is have is to create and adopt binding policies for the school division. So, although I cannot be there tonight, I did not want my absence to leave any doubt on where I stand. I fully support this recommended policy update because I believe it is a balanced, carefully considered, and student centered approach to meeting the needs of our students. Sincerely, miss Allison Spellman. And so, I think I am, as chair, the last to go. I'm gonna keep my, remarks brief.
One of the things I did want to do, of course, is thank everyone for both public comment but also for all everyone who reached out, to the school board email. And I do have some data, thank you, Mr. Grant, regarding all of the the the emails that we received and I know additionally my colleagues have received it at other emails, but these are emails that came to the full board, and then I answered. So we received 44 emails, regarding these policy changes. About, exactly 35 were for The change is about 80%.
Against were three, which is 7%. Neutral were 9%. And with changes were two or 5%. And so I do support this policy. As a former teacher and administrator, I do believe that the school day should be focused on instruction in our curriculum and that public safety and school safety should be our utmost concern. And because of that, I believe these changes are needed. I also believe that policies, while should stand this tie set of time, do not always. And one of the things you will see with me as a board member is review of policies, making sure that they stay current with our times.
Thank you. Do I have any motions before me on the floor? I move we approve IGDA. Passamundo. I have a motion on the floor from Ms. Lee, asking that we approve policy IGDA as amended tonight. Do I have a second? Second. Seconded by Doctor. Acuff. We will be doing a roll call vote for this. Do I do we have any additional discussion before the votes? Seeing no discussion, Ms. Thompson, would you go ahead and do a roll call vote? Ms. Osborne? Yes. Miss Spellman is absent. Doctor. Eacov? Yes.
Mister Beard? Yes. Mister Dillenbach? No. Miss Lee? Yes. Chair Berlin? Yes. By a motion of five in favor and one opposed, this policy change, is adopted and will go into effect immediately. Thank you so much for everyone's input tonight. I appreciate, the decorum that we had. I know it is off it it is both difficult to, stay for this long. We are going to move into an immediate ten minute break, before we have our school, board approval of our budget.
Our budget is one of the most important things that we have in front of us, so I would encourage everyone who came out tonight to stay, to listen because the these are your tax paying dollars at stake, and I think it is important for you to understand how we are using our money. As we will go into a break until five minutes to nine. Thank you so much. My whistle is going to shoot. Thank you all so much for attending tonight's meeting. We are now moving into our budget. I I, would ask everyone to take their seats. We are moving well, everything that comes in before the board is very important.
Our our school board budget, is the backbone of of our work, and that is what we are talking about next. So a point 8.3 is the school board approval of our FY twenty seven funding request, and we will be voting about on this for action. Good evening. I'm Maya Kumazawa, director of budget and planning. And as doctor Billen stated, this evening, you're scheduled to approve your funding request for fiscal year twenty twenty six-twenty seven. On February 12, doctor Haas presented a draft funding request.
And following that, we held three work sessions where we learned about the funding rests in a lot of detail and some major topics are listed on the slide with links to the work session presentations for any of those who may have missed that. The funding request meets our six budget goals as approved by the board. It is fiscally responsible. It has engaged with the community. It provides for competitive compensation. It represents sustainable operations. It aligns with our strategic plan and the decisions have been made based on data.
This is a balanced funding request where our projected expenditures of $311,300,000 equal the available shared revenues as proposed in the local government's budget of $311,300,000 So with that, I'll turn it over to the chair for action. Thank you. Do we have any questions or any discussion before we have a motion a requested
motion in front of us, but I do wanna just take a moment to see if there's any follow-up questions. We have received a 137 questions that I know you've responded to. You'd ask. We we have now posted and are finished as of now with a 173 questions over 82 pages. So similarly with our, our survey that we released, we had the highest engagement there that we've had, that I am aware of, and it was the same with the
q and a this year. So thank you to the board and to the community who've participated throughout this process. Thank you, and I'm sorry for all the questions. Do we have a hundred and seventy ninth question before we move to a motion? And they were thoroughly answered. So thanks. Thank you. And just to note to the people who are listening, this is a funding request. It is not our final budget. The chair and vice chair will make a presentation on Monday At 5PM. To the Board of Supervisors. And Room 241. So do you need a motion?
I do, if there are no other questions or discussions, I do need a motion from the from the board or from a board member. Apologies. I move that we approve a school board funding request of 311,317,000 nope. Yeah. $157 in operating funds and $32,280,602 in special revenue funds for fiscal year twenty seven. Do I have a second? Second. Moved by Ms. Lee, seconded by Doctor. Acuff. Would we like to take a roll call vote on this? Do we need to take a roll call vote on this?
No. All those in favor? Aye. Any opposed? By a motion of three of three six in favor, zero opposed, our funding request moves forward. Thank you so much. And the it and, and thanks to all the math teachers out there who taught us how to read the read the the numbers because this is what this is a motion that no one wants to make because it's a hard one because, so especially if it was late at night. So I just wanted to clarify that I didn't answer all those questions. There was a lot of staff help distributed throughout, so the credit goes to all
the staff who helped out with that. So thank you. As mentioned, the next step for you all is to present this funding request to the board of supervisors on Monday. That is scheduled, intentionally before the board of supervisors proposes their maximum tax rate and proposes their budget on March 18. So it's just two days after that. So it'll move very quickly from then. And then we will be back with budget updates for all of the school board meetings starting two weeks from now. And so there is room for public comment and further public engagements.
Although they're not labeled budget work sessions, feedback is welcome during the next three school board meetings. On April 22, the Board of Supervisors will approve the f FY '27 budget and set tax rates. We will, approve the school board budget immediately after that on April 23, and that would conclude the budget development process. And as a reminder, this is how you can stay engaged and, contact us at this email provided here. Thank you. Thank you, Maya. Thank you so much. Thank you very much. Thanks, Maya.
The next, agenda item is, 8.4 policy review, IKBA grading policy. Doctor Patrick McClellan, assistant superintendent. Hi. Good evening, board members. I'm Pat McLaughlin, assistant superintendent for strategic planning and policy. And I'm here tonight to, provide a policy review of IKBA, our grading policy. All of our policies are, are embedded in the vision, mission, values, and goals of
the school division, and it's a little bit strange to to have a policy that's up for first read, in a five year review to come before the board like this, But we know that the grading policy is one that we tend to get a lot of questions on. And so as this was coming through the cycle, we got a request to, to bring it here for a little bit, broader discussion with that. So tonight, we're gonna, present the policy, to you. Doctor Megan Wood is here to, to talk a little bit about how we, shifted that from policy to practice, over the last five years and is gonna talk about
some next steps in our work. So IQBA was initially adopted in September 2020. It provides guiding principles for, what we believe grading should entail in the, in the school division, and it is grounded in a lot of research, two pieces of which, research white paper that was produced by the Education Advisory Board who is a research firm that we partner with, and other sources including a repair kit for grading by Ken O'Connor, and some other publications as well.
The policy itself is relatively short. Right? And the heart of it is our guiding principles around grading and there are three of those. The first is that we want grading to be accurate, and some of the bullets from the policy that reflect this are an alignment to standards of student learning, that grading should be separated from work habits, and the grading should use mathematically sound calculations. The second guideline is that it should be consistent. And when we talk about consistency, some things we call out are that it should reflect individual differences and rates of learning.
It should encourage students to take an active role in setting goals and assessing progress, and it should promote practices that encourage continuous engagement in learning. And our final guiding principle is that it should be supportive of student learning. An example of that is being consistent within and across students, teams, departments, courses, and schools. When the board adopts policy, it then becomes staff's charge to, to implement that policy. And over the course of five years, staff has worked to develop guidelines and implementation practices for our school division.
And I'd like to invite doctor Megan Wood up at this time to talk through that portion of the presentation. Thank you, doctor Merleauflein. Good evening. I'm Megan Wood, and I'm the director of professional learning. When the policy was first implemented, I actually was a principal in at at Lakeside Middle School, and now I'm in the role of director of professional learning. So before the policy was adopted in 2020, there was a lot of professional learning around, grading practices and best practice, in the classroom with both administrators and teachers. Ken O'Connor came to Albemarle County several times and led professional learning around, best practices
with grading. From that, a policy was written to support, the the the guiding principles that doctor McLaughlin just shared with you. And then in 2020, we shifted to, helping support the implementation of those principles. One of the things that was done that year was there were teacher round tables that were created along with principal feedback loop for the development of a handbook, which I'm sure you guys have heard of, that that tried to help support meeting those guiding principles. And then in 2122, there were centrally developed resources to help administrators support the change
practice in the classroom around guiding practices. I think it's really important to note that those first three years included collaboration from central office, classroom teachers, and administrators in trying to help support the implementation of these that first, full year of the school year, those the guidelines that we're focused on the most were guide guidelines one through four because there are eight guidelines, and so they so we tried to reduce the amount of change that happened in one year. The second year of implementation were around guidelines five through eight. At that time, the handbook was also launched at all of the schools as well
as an accompanying, resource on how to use power teacher effectively to meet those guidelines. And then in the 2324 school year, we tried to shift to operational practices to help support the implementation of grading practices. So we switched, grading orientation practices to the new teacher academy. So every teacher that came in in the secondary level was oriented to these guidelines and the handbook. And we also had a, we called it a grading champions team, where every high school had teacher representation and school building administrators were a part of that team that
helped provide feedback on both the implementation in the building and designing professional learning to help support, identified areas of need for teachers. And then they would take that professional learning back to their buildings and deliver it to help support teachers. After that end of that school year, the feedback that we received indicated that we've felt like we had operationalized it enough to that maybe that that, committee wasn't needed anymore, And so that committee disbanded. And then at this point in the stage, we feel like based on the feedback
that we might need to gather some more for those groups and then focus on helping supporting implementation towards those guiding principles again. So our next step is to start thinking about how to engage high school focus groups to gather input on strengthening that consistency and expectations around the implementation of the policy. Those focus groups would include members from all of, principals, teachers, students, parents, and guardians, and instructional coordinators, and then explore other, potential resources and support structures to to continue to help support the consistency and implementation around those guiding principles.
And so I think at that point, we're ready for Yeah. So, so next steps with this policy, this is a five year review and it was presented without any changes to it. As you know, all policies are required to be reviewed, at minimum once every five years. So, at our March 26 meeting, IKBA will be on the consent agenda, for action, and and readoption, for the next five year period. And we would be happy to take any questions that you have. I have one question.
So, could you pull back the guiding principles? So I've been, on board with this policy from the very beginning. I watched a pretty long Zoom from, I think, doctor O'Connor maybe. Yeah. Mhmm. Just explaining the principles and I've talked with Matt many times about it, about fairness, about accuracy, about it really focusing on student learning. One piece of feedback that I get consistently and frankly, I understand as a parent is the one part of this is that it's separated from work habits which again
I do understand and I agree with, but then I wonder if work habits are addressed somewhere else. Because I think that's the thing that holds people up is that it's hard if if the grading is, consistent, I don't know. I just, I wonder if I guess I'll just that's the question. Are work habits addressed anywhere else in our policy? So with the exception of saying that grading and work habits should be separated, they are not addressed specifically in the policy.
One of the, one of the, initial intents, around this when doctor Haas first, came on as superintendent was to think about a move towards, standards based grading, which would, then allow, grades to be separated out into individual standards and also have categories for things like work habits and, and timeliness, things like that. Mhmm. Okay. Yep. Megan. One of the concerns during the grading champions conversations was around we said practice shouldn't count for a grade anymore in the original guidelines.
And some based on some of that feedback, we actually modified that guideline to say that homework and practice can count up to 10% of the grade, but no more than 10% of the grade. So that gradings champion not only provided professional learning, but it did provide some feedback around the implementation. So that was one change that did come out of that conversation. I have I've noticed that, but it also came at a time when my kid was just changing school. So I thought maybe it was a school change thing, but now it's all in. Okay. Yeah. And I would say, I I don't feel I don't want I don't feel like
we've abandoned the conversation around moving toward more of a competency based grading system. We are we're using, the scholars pathways as, a route of professional development for our secondary educators because typically with, CTE classes and moving toward credentialing in a particular career or a particular work skill.
And many of you served on the KTEC board, so you're you're familiar with this, that the group the grading, for a better term, or evaluation of performance is based on competencies. And so it's not Like a foggy, you get an a, and it's based on an average of and etcetera. It's more this is a particular skill you need to learn for your credential, and you're on a scale from not proficient to highly proficient, this is where you sit.
Ultimately, that's it's probably one of the most challenging changes in education to do in typical K-twelve education, public education. But we haven't given up on it. And I think that as we make a lot of progress with the Scholars Pathways and the students are getting more used to being evaluated on what they can do and what they know rather than their, turning in assignments or getting a percentage and not really understanding what it means.
That I do think that will start to influence what happens in our in in the other classrooms. The other thing we've talked about is having having these guidelines, but then also starting to broaden the conversation among teachers who are already using, competency based grading and start to build on that as a source of momentum. It'd be like a coalition of the willing, if you will. I know that our our student database, PowerSchool, there's a considerable amount of work that
was done for the lab school. Because at the lab school, that's how they grade students. It's on it's on competency based grading. So we know that there could there's configurations in our online grade book that will work with that approach. So I just want the board to know, we're not giving up on it. It is the best way to help students learn. It is clear feedback for students, and it helps them, make progress. And we're we're gonna keep moving in that direction and try to help, our educators
with the change, which is probably the most complex change that you'll ever try in a public school system. So sorry to interrupt, Pat. I obviously wasn't a part of the policy from five years ago. But in talking to a number of veteran teachers, they have some pretty significant concerns about the unintended consequences of, the retake policy, for example, which in their opinion, and
I don't have reason to doubt this, creates, a lot of work for them and doesn't really address the underlying issues. So, I know that tonight's not the time to get into that. But will we have an opportunity to discuss some of what we're hearing from teachers and and parents, regarding the specifics of the policy? Did you say did you say will you? Will. So so one of the things I would say, and and Meaghan can probably, help
out with this, is that one of the reasons we felt like there needs to be, some continued conversation, as Megan alluded to, is because there are interpretations of the guidelines, that are there. The guidelines themselves, I don't think anywhere say retake, in there. They talk about, you know, second chances for students and revision opportunities for students. And so I think that those are, that that those inconsistencies, are something that this team would would want to address and make sure that that everyone's clear, on on
what those mean and what those look like for a classroom teacher. Yeah. And we had this discussion about policy versus practice. That's right. Yep. And, it to me, it sounds like we need to come up with, either better policy or better implementation than what a number of teachers are experiencing. Would you go to the oh, didn't mean to cut too loud. Would you we can keep going. Would you just mind going to the, because you were just referring to that, the focus group piece? So is, so is this focus group piece post oops.
Sorry. Post, our reaffirming or our voting on the policy because it's part of the implementation? Or would this inform The the I think the focus group is going to be put together regardless of the, you know, any shifts to the policy. That is something that as doctor alluded to, we had a group of grading champions who were really kind of the representatives who brought this back and, and hoped for alignment and consistency within the schools. We got feedback that, principals felt that was operationalized, last year, I think, and so
that was disbanded. But clearly, the feedback that we're hearing is that it would probably be helpful, to continue to have that group meeting, and discussing things that are coming up, in the practice, of of grading, so that they can be addressed. Yeah. Because I feel like that is one of the pieces that we consistently hear. And I, you know, partly part of it part of it is, like, when and this word consistency, right, comes it's like, you know, every policy. Right? Where do you like, how do we ensure the policy is a number one, under you know, know, I talk with my hands. Right? Understood.
And then that there is a a central document. It would sounds like this the notebook guide is the central, like, the central document, the the piece of truth that everyone goes back to. And then how are they how are they trained on it so that it's it ensures that people are doing it. And I I always think about policy, like, policy rollout. Right? The first time you do it, the first wave you do a great job, but you because of the turnover that just naturally happens in schools, that's kind of my question is how do we ensure again, I know that's on the practice implementation side,
but I do think is there, you know, like, is there anything you know, as a school board, I hear one of the consistent words, that I hear across my peers is how do we how are we being more consistent in how our our our policies are being implemented? So that is one of the things I think about as we as a policy comes forward is, is there any language we can put in to ensure that that consistent implementation, or do we trust the implementation? So I think that's so the question there's a question in there is, you know,
these you know, might these focus groups bring forward information, that could inform a change in policy? So I think, like, the question is, do you vote in a policy and potentially vote on a revision and then have to vote on a revision? Or is there a need to vote on that policy immediately? So I think there's two ways to look at things like that. The policy itself, I I at least from my perspective, it's very hard to argue that there's really anything that would be objectionable in it.
So we have policies that are informed by Virginia code and, you know, best practice. And so in particular with grading, I think what you wanna do is you've gotta think about what's best for kids and not really anybody else because they are the ultimate recipient of that whatever's outcome with grades. So I think the challenge to the board on that is to is to really focus on what's gonna be best for kids with that.
With regard to, the guidelines, I I think the issue with it and, really, every other thing that's not consistent is that there's so much for our teachers and principals and, frankly, everybody, including the school board, to try to keep up with. You know? So I think what we what we try to do and I I think this is a good example. It's this is one of the you know, we talk a lot about, or we don't talk about it. But, I hear people talk about the big rock.
You you know, you hear that expression because it was a it's something Stephen Covey popularized where he does that thing where you put the sand in the jar first and then try to put the big rocks in, and then you turn around and put the big rocks in and then the sand. What I I would say is my failure in this, this is a big rock. And rather than saying, well, this is something we're gonna really try to be consistent with and really do all the the best things to make sure that it stays consistent.
I just took my eye off of it. You you noticed it was 1920, 2021. I think we had other stuff going on then. But still, it's it's ultimately my responsibility to point out what are the big rocks and what's the sand. And this was a big rock. And one of the things you can do if you really want consistency on something is to govern it. And when I call when I say governing, I don't mean board governance. I mean staff putting together what doctor McLaughlin was talking about is a team that
represents teachers from every school so that they can constantly get feedback on it forever. Right? Not not when we think it's reached a tipping point, not when we think it's, become operational because it's it's so much cult there's so much culture behind it. And that's what makes it a big rock is that it's not something that, is is easily embraced because it's so student centered in public schools that are not student centered. We're they're centered on all these other things besides students sometimes.
So to I know that was a lot, but what we will do is we will always have a grading committee forever that will get together. They will talk about grades. And whatever iteration of the grades are moving forward or what the guidelines are gonna be, I feel like the policy stands. It's it's it's a strong policy. We will bring we will report back to you any changes to the guidelines because that's the other part. I don't want you blindsided by, emails or messages saying, you know, things that have
been changed and then having you react to them. But we're we're always gonna have this. And there's gonna be there will be some other things that we're looking at that, you know, certainly the club's conversation earlier, that has turned into a big rock. Right? I mean, maybe we didn't think of it. Back in the day, maybe it wasn't a big rock, but now it has. So I feel like we need a governing group that's always gonna meet, that's gonna review what's happening in the schools and ensure the consistency of it. And, certainly, from the board perspective, if there are things that you feel are bigger
than maybe we're paying attention to, then please, by all means, let us know if there's something that it's you know, turns into a big rock for you because then we can do that. And I'd much rather put in the the effort on a continual basis of quarterly or, you know, bimonthly or whatever it is than to have it, become episodic, and then we all get blindsided by something that's a a real problem. So that's that's how I think that's a good way to address consistency is just
ongoing governing by staff of whatever the changes that we're trying to manage. And we're learning to do a better job with that, I think. Thank you for that. I do wonder, you know, I don't know if there's any if there would be any interest in my peers and include to your point of, like, having, you know, kind of having have having that group disbanding it, that having that group be part of the policy going forward. If I do I mean, that's I mean, I'm a sleep on it person. I don't know. Like, that would be a question of, you know, would we would would the board
have been interested in amending the policy so that that, however we call it, that that group is in policy so that it has to like, you know We do have policies that do stipulate, that there are particular groups that are gonna monitor. I think the equity policy Yeah. Is one example. There's others that that do say. And it's not you're not getting in the weeds. You're just saying have a group. Right? And and that's the expectation. That way, when you get to the point where you're reviewing the policy, you're if
you're if the group's not there, then you can, correct it. You can get get back on track. Other questions or comments? Well, I know I would like to hear from teachers Yeah. About Yeah. About the policy and changes that might be coming down the Road. Yeah. Yeah. And and and I would say students as well. Yeah. It's a hard it's a again, it's a hard thing to ask students, but I do just as, like, we had the the conversation a while ago about bell changes. Right? Like, it's important to get a student's voice. Mhmm. You know, they, you know, they all wanna use however. Like, they they understand.
Like, at the end of the day, they understand what's working and what's not. And we've worked for stuff. So if we wanted to make an amendment to this policy prior to taking action, we could I don't like, could we we could do it next week, or we could ask for an amendment to for staff to look at an amendment now? What would be the best? So so you could do either, that the board could, with the consensus of the board, an amendment could be put in there. It will be back in two weeks for, on the consent agenda.
If you wanted to amend it at that time, you would pull it from the consent agenda. We would do it in the items pulled from the consent agenda, could amend it then and then adopt. I think we're all tired tonight, but I think that's well, I'm gonna put that in mind. And we can we can take a stab at redlining it and and bring it back and I can just run it by yeah. Just just send it out to the board. Interested in that? Yes. Or or you could have, doctor Grant pull out his laptop again. I know. I was gonna I wasn't gonna ask you to do it right here. I I I had to I had some eyes looking at me like, you gotta be That's already getting now. Everything. I don't wanna but, yes.
I think if if I don't think this needs to vote, but if it seems like that's the will of the board, to have to have that included as part of the policy in a red line, we could look at it. And I heard, my colleagues say teach making sure and it's not here, but making sure there's teachers as well as I think we think about how students are included, but I having a student voice. But it's already I mean, in the next steps on the the language could parallel that to a lot. Yep. So so what I hear so what I hear is the consensus of the board is to, bring an amended policy that includes a, a governance committee, for lack of
a better term, for the consent agenda at the March 26 meeting. Yes. Yes. Thank you. All right. Thank you. Thank you so much. Item nine point zero, other business. Is there any other business by board members or the superintendent before we adjourn? Seeing no business in front of us, I now adjourn today's meeting. Thank you all so much.