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Good afternoon everybody. Good evening I guess. Welcome to our school board meeting here being today being June 4th. Glad you all could make it. Um if you will please join us in a moment of silence.

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Thank you. Um and now if you will stand and please join us for the pledge of allegiance. stands one nation under God, indivisible, with liberty and justice for all. >> Thank you. And madame clerk, would you

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please take role? >> Yes, madam chair. Mrs. Bryant. >> Miss Burns >> here. >> Miss Cooper >> here. >> Miss Douly >> here. >> Mr. Meyer >> here. >> Miss Richardson >> here. >> Miss Torres.

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>> Yes. Thank you. >> All right. As we um now are um considering our agenda, it's come to my attention, our attention. There there are a couple of items that we'd like to consider um adding to the agenda and so

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if I will start with Miss Douly I guess. >> Um sure. So I would like us to amend our proposed agenda to add an item 10.4 um a discussion of schoolboard meeting times.

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>> Second. >> Thank you Miss Burns. Any um discussion around this? >> And again, this is just a motion to add to amend I'm sorry, to amend the agenda. >> That's right. >> Yes. For this, do we want to do both items at the same

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time since we're amending? >> Sure. Uh colleagues, I think I would like to add under would be 9.4 four or 9.5, excuse me, a action item on a resolution to support a sales tax

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referendum for school funding. >> Okay. So, for clarification, this um the motion is to amend the agenda for these two items. One would be 10.4, an item for discussion um around start times of our schoolboard meetings for next the

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next academic year. And the other item is 9.5, a resolution around the sales tax. >> Second. >> Okay. All in favor to again to amend the agenda. >> Yes. >> Yes.

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>> All right. >> All right. Thank you. All right. So now moving forward, if I may have a motion to approve our agenda as amended. >> So moved. >> Mr. Meyer. Thank you. A motion. Do I have a second? >> Second.

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>> Second by Miss Douly. All in favor, please say yes. >> Yes. >> Yes. >> Any opposed? Great. Thank you. Um, moving to 6.0. We're moving to comments for me members of the community. Um, 6.1 is comments

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from students. So, if there are any students in the media center who would like to offer comment, you are welcome to do so. All right, thank you. And we are now moving to comments from members of the community. Um, and we have Mr. Salvatier

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um, signed up. You have three minutes. Welcome. Hello. All right, Dr. Dr. Gerley, members of the school board, my name is Michael Savatira. I am the new president of the CEA and I'm speaking tonight because you are going to be talking later about amending the bargaining

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resolution and changing some employees designation to confidential employees, therefore excluding them from the rights already afforded to them by the resolution and the benefits of the collective bargaining agreement. It's a big deal to do this, to remove an employee from the bargaining unit,

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taking away the rights that were agreed to and that they were expecting. First, this idea of confidential employees was all decided years ago when you formed an ad hoc committee with representatives from the CEA to discuss the terms of the collecting collective

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bargaining resolution and agreed that these employees deserve the right to engage in collective bargaining. you agreed to include them in the bargaining unit. And I do understand that a case could be made for some employees to carry this designation of confidential because of the information

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that they are privy to specifically related to positions that CCS takes in bargaining or the implementation of our contracts. It's very particular. But there are employees that were listed who do not fall under this category. particularly the admin tech for f for

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fine arts, admin techch for student services, the tech support specialist who works with Pat Cuomo. Um, I ask that these positions not be considered confidential when making these changes. But what's more, these are just the ones

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from the list that I received from Dr. Gurley when CEA asked who are the specific people who would be removed. In looking at the edited language in the resolution, it seems to contain like it could contain, it's kind of nebulous, other positions like admin tech for

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athletics. Again, why would that be confidential towards collective bargaining? I asked for clarification exactly who it was, and I did not receive an answer. So, we don't even know fully who we are talking about removing. It seems impossible to improve to approve this

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change without knowing exactly whom it will affect. And it seems that these employees were not even aware this was happening to them. They were not informed about this change that was specifically and very consequentially affect them.

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So members of the school board, I'm asking you to to not approve these changes, but at the very least to table this until we can get a lot more clarification on exactly who is affected and really

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determine whether they truly fit this very particular definition of confidential employee. That seems like the right and decent thing to do for our employees. There's not a hurry here. This would not take effect for another 3 years, but the process and the

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conversation needs to be more thorough and more transparent. Thank you. Thank you. I don't have anybody else signed up um for public comment at this time and I don't see anybody online.

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So, we will move on. Um, go ahead. So, go if you're wanting to make public comment, go ahead. Approach the um podium there. Please write state your name and you have three minutes. >> I move this down. Hi. Um, my name is Liz

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Bordon and um I thank you all especially for me uh needing to find my way here. Um, I wrote the school board, but uh, what I wanted to request of the school board and division leadership is to thoughtfully consider what it might look

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like to incorporate like a developmentally appropriate amount of like recreational time for our kids. Basically, recess at the elementary level and at the middle school level. My understanding is this is often called a break time. Um, I don't want to use a

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bunch of everybody else's time. I wrote you I wrote you all a letter. It's like three pages and has a bunch of sources. But the bottom line is my understanding is that kindergartens recess time is being hald next year. Um, I do not have

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an incoming kindergartener. Um, I worked in a combined preschool and kindergarten classroom for nearly a decade. And these children need to move. Like my children are older now, but like 30 minutes of recess, lunch at 10:30, and then no snack time or anything like that until

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the end of their day. I'm just very concerned that that is not setting anybody up for success. Not the students, not the teachers, not anybody. Um pivoting to the middle school level, like these children need to move. This past year, they had 25 minutes for

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lunch. The end, that was it. That was their free time. For many kids who rely on school lunch, they're using this time just to make it through the line. Like that is not adequate sort of get their willies out and get all that

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social contact time for these young adolescence that the middle school is serving. And I say this as a parent and I say this as a mental health therapist who works with children and adolescence. So, I'm asking that the board and division leadership really thoughtfully consider what this can look like so that

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we can honor our children's developmental needs because they are not they're not their data subgroups, right? Like these are children and youth first and we really ignore that at our own peril. And my challenge for us as a

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school division is that I think we can do better by our children. So, thank you. Appreciate your time. Thank you. Glad you made the meeting. Okay, I think we're going to move forward and we are now at adoption of

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our consent agenda 7.0. If I may have a motion for that, please. >> I'll make a motion to adopt the consent agenda. >> Thank you, Miss Cooper. I need a second, please. >> Second. >> Thank you, Miss Burns. Any discussion or

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questions around this? All right. All in favor, please say yes. >> Yes. >> Any opposed? All right. Thank you. And now we are at our action items. Um 9.1,

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which is our federal programs application. Come on up. Good evening, members of the school board. Dr. Gurley. We are here as a follow-up to our meeting from last month's meeting with the signature pages for our applications for our federal

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programs. Uh my colleagues are here with me tonight, but it's the same story for all four of us. Um the state has advised us to move forward with level funding. So, we'll use our current year funding amount, putting that in for the next year application. When the revised totals are released by the state, we

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will submit an application amendment. But at this point, we are required to get your signature so that we can submit an application prior to the due date at the end of this month. >> Thank you. Um, we need a motion to approve this, please.

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Can we we can make a motion to do them all as one. >> I move to approve all the federal program applications. >> I need a second. >> Second. >> Thank you, Miss Burns. Any questions,

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discussion? My only question would be if if you need to add it once we get that finalized budget. I mean, can we get that in a report or does that come back to us? How does that Just as an FYI, I'd just be

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curious if it's >> We don't go. >> We always have to do an amendment. They always tell us to do it with level spending and then we have to do it once the state gets the actual allocations. And that information does go um to Dr.

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Gurley for approval and through the process. So we could get it to you, but it is a normal thing. >> Okay. No, that's helpful and I appreciate that. I guess my concern would be if it was significantly less. I mean, just to have it brought to our attention. >> Yeah. >> Yes, absolutely. We would give you that

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notice. >> I don't need pennies. Thank you. All right. So, we have a a proper motion and a second. Any other questions, concerns? If not, all in favor, please say yes. >> Yes. >> Any opposed?

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Great. Thank you all. >> All right. 9.2 is our adoption of the AP African-American Studies Textbook. Dr. Brown. >> Hi everyone. Madame Mr. Chairman, members of the board. I'm here with Mr.

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a minute again um to follow up on our conversation around the AP textbook adoption for our AP African-American studies course. Um as you know last month we presented our findings and our recommendations to move forward with the freedom on our mind text on my mind

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text. Um after approval from the board we opened it up for community feedback. For the last month we've been receiving feedback via online or paper surveys. Now spoiler alert everyone loved the paper surveys. So we got 19 responses back, five from our um second option and

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14 from our first option. Um the feedback largely corroborated with the committee found. Um it's important to note as with the slideshow that I added to our previous um slide or the slide I added to our previous slideshow, we did include students from the African-American history course. They

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were able to come down, review both text texts and give us feedback. And so we based on all of the feedback we've received, we want to just like reinforce that the community saw what we saw, which is that we had two great options. One was good, one was great. And so we

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recommend that we move forward with the adoption of Freedom on my mind um for the 2627 school year. I'm happy to answer any questions that may have come up between last month's meeting and today. Madame Chair, I would like to move that

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we approve the adoption of the AP African-American Studies Textbook, Freedom on My Mind, as recommended by the Specialized Committee. >> Thank you, Miss Douly. Second by Miss Cooper. >> Thank you. Any questions, discussions?

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>> All in favor, please say yes. >> Yes. >> Any opposed? Okay. Thank you. All right. And now we have 9.4, which is our policy updates. Um, this is Yeah, Miss Swift. Um, again,

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Oh, I'm sorry. Nope, you're right, Miss Lewis. I was wrong. So, so sorry. I crossed the wrong one out. I was moving ahead. Not no apology necessary. >> This is our updated collective bargaining resolution. Miss Lewis, thank

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you so much. >> Good evening, board chair Torres, members of the board, Dr. Gurley, tonight I stand before you for an action on the collective bargaining resolution. I will say after further conversation this week, careful consideration and

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reflection, we have edited just slightly the confidential employee statement and includes excluding division administrative texts and technical or tech specialists and student services, emerging arts and

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technical support departments. With that revision, I believe we can move forward with the definition of confidential employee. >> Miss Lewis, if you will, um during the public comment, we heard um reference to

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the um the um director of student activities uh admin tab. >> Currently, that is was not listed in the summary list you provided. The staff

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members include members of the HR team, members of the finance team, and the executive secretaries that directly support Dr. Gurley are our chief academic and chief operation officers. >> Okay. Just want to make sure we clarify

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that. >> And and I think um Mr. Salvatier, he mentioned this earlier, but I think just providing further clarification that the people that are being removed from uh that are being uh that we're recommending to be moved to confidential

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employees, they remain in the um bargaining group for the next three years because that was they were bargained for already. >> Correct. So the statement the way it's written in our agreement does identify these

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stakeholders as confidential employee employees but yet we did not exclude them from the negotiation process. So given that in their participation in that process they will officially become confidential employees once the current

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agreement is has expired. Yeah. >> Is there a timeliness uh to this action that we need to consider? Did we need to do this? >> Mr. Meyer, sorry. >> I'm going to go ahead and make a motion that we approve this um amended

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resolution. >> Discussion. >> All right. Miss Douly made a motion. Sorry. Do I can I get a second? And then we'll open it up for discussion. >> Second. Thank you, Miss Richardson. Now discussion. Mr. Meyer, go ahead.

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>> Apologies, colleagues. Uh, is there a timeliness question, right? Uh, and as much I know we just changed some things. This was just changed. Um, that we need to act today on it or if it is

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tabled for I guess would be two months. Uh, would that impact anything? Well, um, generally the actions are taken prior to the fiscal start of the fiscal year when it comes to collective bargaining to keep the timelines

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efficient and on task. So for us, July 1 would be the start. Um, therefore, we're presenting it in a timely fashion to have it go in effect July 1. and the um and the instructional

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specialists who are listed who are listed in the um resolution, we will begin bargaining for them. Uh we will begin bargaining with CA next school year because that will be ahead of um the budget for the 2728 school

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year. I mean, so for me, it's appropriate to do it now because some people who are in the um who are in those in the bargaining unit, specifically licensed staff, uh I think we need to act on that now because we

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will begin making we will begin bargaining um in the in the spring at some point. And some of these changes to confidential employees are in the licensed unit. >> Yep. So currently instructional So

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currently instructional specialists are covered in the um in the licensed personnel and we are um so they are confidential employees because they approve time. Um

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they're people who report to um and we had to make that change. Um what for example one of the positions this year the instructional specialist for um English language learners she has someone she has someone who she has

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someone who reports to her. So making this change she still stays in the bargaining unit for the remainder of for the remainder of this contract. But what happens is when we start negotiating once that contract expires

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that position no longer stays in the bargaining unit because that position is a confidential that person evaluates. >> Can you explain to me why the athletics administrative tech would need to become confidential? >> It's not currently not included.

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>> It's not included. they're not included or expected to be included. >> That position is not a confidential employee. >> Sorry, I was just reading paragraph E here and there's the definition of confidential employee

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in the resolution text here. I don't know if we want to post it or not, but and maybe I'm missing something here, but it says >> if you open that up to page four. So I think the clarification is it says

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the word division and the admin text for athletics is associated with the high school which would be a school-based position and it's not included in this list of employees

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>> right here Leslie. All right. I'm I'm asking about the athletics admin tech specialist. This becoming confidential if or am I misreading that sentence? I'm sorry. And thus I'm asking why does that staff

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need to be confidential? >> I apologize. I didn't realize I listed that out. >> Okay. an error on my part. There's some strikeouts on there. That one's not strikeout. I'm happy to provide a revision with athletic administrative text.

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>> School based. >> It is listed, Dr. Gurley. So, >> it's school based. It's it's on our master list to not be Yeah, it's not stricken from that. And it should be. >> Thank you for pointing. >> It should be.

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and the fine arts position. It's not listed on here, but are they falling into division admin, tech, technical support specialist? Where does the fine arts person fall? >> It says enriching arts on here because

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the performing arts center is also supported by that staff person. So, she not only supports fine arts, but she supports the performing arts center. So, I wanted to be a little more global um because the PAC

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actually raises raises a level money independent. So, it's just a different tag for it. >> Thank you. >> So, any other questions? >> Okay. And and sorry, the technical support specialists, which I I guess are

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interpreting as information technology specialists. They're being made confidential because >> No. >> No. >> So, the school division has um when we went through the unified pay

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plan, we went from levels of secretary, admin, tech, tech support who could all be clerical support in any level. So there are some like the one of my colleagues is an admin tech

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and one of my colleagues is a tech support specialist which allows them to have growth in that arena but they're not necessarily tech support information tech support specialists >> tech.

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>> Okay. But they're listing being listed here as being confidential in the future because they could have access to communications or something like that with >> Absolutely. My tech support specialist does a a heavy lift on >> bringing everybody on board, typing in their confidential information,

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producing data for me and she is a specialist because of the complexity of the work. >> That's the clarification I was hoping to hear. Thank you, Miss Lewis. So for clarification, the um athletic

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admin tech would go on that excluding would go in that excluding list. >> Yes, sir. >> Yeah, it would go in that excluding list. So they would be excluded. They would not be a confidential

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employee. So, if I can amend the motion that I made to pass the resolution as amended with adding the admin tech, athletics admin tech to the excluded list.

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>> Second. >> So, okay. So, we have the amendment, the friendly amendment by Miss Douly. Miss Richards, you accepted that. >> Well, I made the first motion. So, >> the first motion it

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>> I'm sorry. Say that again. You made the motion. Correct. The first motion. >> So, okay. Can somebody offer a friendly amendment to Miss Douly's motion, please? Which would include

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the addendum that Miss Lewis is going to make. There might be some confusion. >> Do we need clarification? So what what the amendment Miss Lewis was was offering was to move the athletics admin

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tech into that the parenthetical group that's being excluded. I think I can make that that >> would I would accept that friendly amendment. >> I will make that. Yes. So I am making that friendly amendment. Miss Baker.

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Miss Douly accepts it. >> Do we need a second? >> Second. >> Miss Richardson second. All right. Any further discussion? Yeah, I want to I I definitely think this is this is

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needed to again protect the fidelity of the the negotiations. Um my concern is is there seems to be pretty broad set of folks here that are being included and I'm not or you can

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tell me I'm completely wrong that basically only these positions all the and they would all these positions are basically going to be touching collective bargaining but it sounds like that there are some positions with this title that would not

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be touching collective bargaining and I I guess I want to know how they are not then lumped into confidential employee >> that makes sense >> so they ask so Mr. um Salvatier made a

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request for us to evaluate these specific folks. So um when we first did when we first adopted the collective bargaining resolution um a few years back we actually defined who the people were and at that point what we really

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should have done is we should have said these people are not we don't bargain we don't lump these people in the bargaining group but we we negoti we negotiated we bargain but what we quickly realized on our end and mind you everyone was still new to this what we

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realized is that um HR was asking people like her tech support like her tech specialist. She was asking her tech specialists to pull this sensitive data that that we then give to CEA

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when the resolution specifically says people who are working with this type of data should be considered classif should be considered confidential employees. So it was making the water very muddy on

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our end. Again, we were all really new to it. So when Mr. Salvatier brought these people to our our um attention, we had a conversation um we had a

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conversation based on his feedback. We know over the next three years, regardless of whether we want these folks to be included or excluded, we have to figure out a way to make it make it happen when they would become because

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that would be four years from now for uh for a support person. So we just know for for this specific subgr subset the division admin text the tech

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support specialists the athletics and the technical support u and technical supports departments. We just have to figure out a way to do this work without incorporating without incorporating them. So we essentially are transferring

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this either to the administrator that they report to but this work won't happen. So we looked at their job description. So after he brought this to our attention some of these people well many of these people they do have the like pull the data in their job

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descriptions. So we're going to have to go back and amend we'll have to go back and amend their job descriptions so it says that they don't do these things. Um if this makes any It's very complex. I mean I I feel like we figure something

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out um each time someone brings something to our attention. >> Yeah. And I just want to recognize and I I appreciate it sounds like you've been working with CA on this and that >> along with a lot of these things that you know we're all learning as we go. So, what I I I think this is I'm going

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to say I'm okay with the the amendment to modify this and my expectation is that if we need to change it, it will be brought back to us like it was this first time. So, >> absolutely. And I think in and and in in fairness um you know the um like we know

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that this is the last school board meeting before the end of the for the end of the school year and I think you know Mr. Um, Salveter did he made the request, sent the names back, but like the to actually pull these people out that was I guess when I checked my email this morning, so I think it was he sent

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it last evening at some point um yesterday at some point. So like we are doing this with less than 24 hours of making that request. Um, so >> all right, any other discussion? All right. All in favor, please say yes.

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>> Yes. >> Yes. >> Yes. >> Any oppose, please say no. >> All right. Thank you. All right. And so based on our um amended um agenda, we do have a

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resolution. Um and this Gosh darn it. I'm sorry. I'm checking my list off one too fast. I'm so sorry, Miss Swift. Never mind. Don't forget about policy. Um, so good evening, Madam Chair, members of the board, and Dr. Gurley. At

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the May school board meeting, we presented the VSBA February 2026 policy updates and the local policy updates for your review. We also attach policies Ike, the promotion and retention and KNJ, relations with law enforcement

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authorities um with those requested changes that we discussed at the May 21st policy work session. So at this time we request we request that the board take action on these policies as presented. All right, fellow board members. I need

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um a motion and then a second and then we can talk about if need be. Please. >> I move that we uh approve this set of policy modifications. >> Thank you, Mr. Meyer. Need a second. Miss Cooper, thank you for a second. And

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now open it up for discussion or debate. Any questions? >> Um, Miss Dulan. >> No, I mean I am supportive of the changes that we're making. Um, you know, I will vote in favor of approving these,

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but I do take issue with the IKEC, the promotion and retention policy. Um, and just again raising my concern that that is a policy that reads like a regulation. Um, and I don't think that's appropriate. I appreciate the content of

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it and I think that's what we should be doing, but it's not appropriate to be in a policy. >> Thank you, Miss Douly. Any other questions, comments, concerns? Okay, I I concur with you, Miss Douly, but also want to applaud you all for the

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work for that. I mean, I would like us, I guess, the next time we really look at these types of things as to whether or not we can. I don't know. We'll just leave it as is, I guess, for now. So, Mr. Meyer, did you have a comment? >> Yeah. Uh,

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I want to acknowledge that concern. I think policym is a art of being uh specific but also leaving enough room for interpretation and and I appreciate this update for a number of different

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reasons uh specific to the retention policy again where we are more specific about ensuring that our English language learners and students with disabilities you know have the ability uh and need to be treated differently. Uh,

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I did want to note that something that's not here in our packet, but we did discuss is an edtech policy. And uh, Dr. Gurley, sorry to put you on the spot, but could you discuss what

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the development of the edtech policy might look like and potential changes that um, maybe we're expecting at some of the schools next year? >> Absolutely. Thank you, Mr. Meyer. Um and so at the work session you heard um the

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public heard uh Mr. Cuomo um outline the steps that we have taken thus far and um and the measures that we are going to use moving forward. Um we are Mr. Cuomo and Mr. Malchek and I, we are working

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over the course of this summer. Um, prior to the start of the school year, um, later this summer, July, uh, our families will start to get some information about some adjustments that we are making, um, and some things that

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we are enforcing and I know that we will have some changes that will be spec um, very specific to the middle school in terms of um, what the Chromebook access will look like. So, they will get that information later this summer. And then at the August school board meeting,

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which will be prior to the start of the school, um Mr. Cuomo will also do a followup so that um the community understands what the next steps uh will look like and and he's essentially codifying all of the things we talked

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about at the um work session. But but to be clear at the moment we don't technically have an edtech policy I don't think and the idea is that we might again based on some of these changes and lessons learned at this time next year be able to potentially approve

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something based on our lessons learned and our experiences is that sorry not to put words in your mouth sir but >> yes absolutely >> uh well I do look like that look forward to that I think we've heard from colleagues cons or parents and stakeholders concerns about uh screens as they're maybe more colloquially known

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has our edtech uh use in our our schools and and uh I want the public to know and and I guess all stakeholders to know that I think the at least my me personally and I think of some of my other colleagues here not to speak for them though are interested in seeing the evolution

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of our policy of a policy here or not the evolution but the creation of a policy and some changes into how edtech is being used in our classrooms uh this coming school year. So, uh, I just sorry I wanted I thought that was an important part of our conversation a couple weeks

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ago and wanted to make sure um that the public is aware of the followup and the process going forward. Thank you. And that communication um and we do think that that communication is not only important for our families but for our teachers and and it gives gives

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people it will give people an opportunity to have a greater sense of clarity as it relates to um you know how much access students have currently and you know what it will look like um what it will look like moving forward.

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>> Thank you. Any any other questions, discussion? All right. All in favor, please say yes. >> Yes. >> Yes. >> Yes. >> Any opposed? >> Thank you. >> Thank you. >> All right. Now, am I back on track? I

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believe I am. So, um, we did have a a resolution that has been added to our agenda. And, um, Mr. Meer, if you would like to read this for the record, that would be great. >> Uh, chair, sorry. Do we need to move to

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approve this beforehand or shall I read it first? I'm in your hands. >> Go ahead and read it, sir. Uh, >> sorry, I'm calling trying to bring this up. Um, apologies for not being ready. Okay,

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bear with me here. There's a lot. But the resolution of the Charlottesville school board in support of the 1% local option sales tax for school capital projects wearies. The Charlesville City School Board is deeply committed to providing

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safe, modern, and high quality learning environments that foster academic excellence and support the well-being of all students and staff within Charlesville City Schools and where ease school infrastructure and capital improvement projects including the

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construction of new facilities, major renov renovations, expansions of existing buildings, and the acquisition of necessary sites. are essential to meeting the evolving needs of our student population and addressing long-standing deferred

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maintenance backlogs. And where ease, funding these critical large-scale capital infrastructure projects presents a substantial financial challenge that has traditionally placed a heavy reliance on local real estate tax revenues,

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disproportionately impacting local homeowners and small businesses. and where Senate Bill 66 introduced during the 2026 regular session of the Virginia General Assembly by a bipartisan coalition of legislators establishes a

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universal local option authorizing all counties and cities across the Commonwealth of Virginia to levy an additional local sales tax sorry sales and use tax of up to 1% for school infrastructure and wearies SB66 ensures strict

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accountability by requiring requiring local voter approval through a referendum, protecting citizens by exempting groceries and essential personal hygiene products, and placing all generated revenues into a strict lock box dedicated solely to public

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school capital projects or associated debt service. and wearies. The authority to implement a 1% local option sales tax has proven to be an exceptionally successful, reliable, and voter supported mechanism in other Virginia localities, passing on

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the first ballot by an average margin of 59.6% 6% in every locality where it has been introduced spanning diverse political landscapes from Halifax and Mepplinburgg to Gloucester counties and where utilizing a local option sales tax

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allows the city of Charlottesville to diversify its revenue streams and reduce the direct burden on local property owners by sharing the cost of school infrastructure with visitors and commuters who utilize the city's commercial corridors and wearies.

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SB66 grants the local governing body the flexibility to structure the tax to best fit community needs, including the ability to utilize a sunset clause to align the tax directly with a lifespan of construction bonds to build maximum public trust.

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Now therefore, be it resolved that the Charlottesville City School Board hereby expresses its strong and unequivocal support for Senate Bill 66 and the Universal 1% local option sales tax authority. And be it further resolved that this

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Charlesville City School Board respectfully urges the members of the Virginia General Assembly and the governor to approve this vital piece of legislation to empower localities with the tools necessary to solve Virginia's school infrastructure crisis.

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And be it finally resolved that upon the passage of this legislative authority, the Charlottesville City School Board encourages collaborative efforts with the Charlottesville City Council to advance a local referendum allowing the citizens citizens of Charlottesville the

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opportunity to invest directly in the future of our children, our schools, and our community infrastructure. Thank you. Can you read that again, please? Thank you. I appreciate you. All right. So, that's our um resolution and I um

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would love to get a motion just to take action of um our vote of support for this. >> Uh so moved. >> May I have a second, please? >> I'll second. >> Thank you, Miss Cooper. Any further

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discussion? Yeah, colleagues, I just uh bring this intention for one of the presentations we have coming up uh 10.2 about the capital improvement plan. I I think you all understand but also for the members of public that uh I think for us to

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implement a lot of the work and you'll see the potential building updates uh to our local city school infrastructure here. we would need this uh source of funding. Uh it is a bit up in the air I

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think on if the budget is when the budget is approved if there will be enough public notice period uh before technically the election starts that we would uh be able to hold it this year i.e. the sales

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referendum would be held this November uh 2026. Um, but I think it is our hope by with this resolution and the work of our colleagues and other jurisdictions and districts and legislators that again this gets approved at the state level

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and that our city council colleagues will then issue the notice and we can uh do the communication work we need to in order to get this funding mechanism approved. Thank you, >> Miss Burns. anything,

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Miss Cooper, Miss Richardson, Miss Douly? Nope. I just want to say thank you, Mr. Meyer, for kind of staying on top of this. Um, appreciate you and your, um, coordinated efforts to communicate with delegate

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Coulson. Um, also, city councelor um, Snook and Mr. Maddox from the city. So, they've all been involved in this ongoing communication. And again, I think this was just our effort to cross our tees and dot the eyes and and signal

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our support of this. And I think Dr. Gerley and I will make sure that Mr. Sanders and and the mayor and council get a copy of this. Um, >> thank you, Chair. >> Yeah. No, thank you. So, okay, we have a motion and a second and thank you again for reading that. All in favor, please

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say yes. >> Yes. Yes. Yes. >> Any opposed? >> Great. Thank you. All right. Now, we are items for discussion. We have 10.1, which is our early learning center preschool update.

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Dr. Corb, >> while she's coming forward, she really would like a pony. >> Um, I would like a full-blown horse, but I will start with a pony. Um, Sam Sanders thinks I'm joking. Um, all right. Here we go. Um, it's good

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to see you all. School board, I'm sorry, I forget the formalities. Good evening, school board. members of the school board. Good morning or good evening, Dr. Gurley. Um, it's good to be before you all today. When I was last here in the fall, I was getting the

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early learning center work started and can't believe it has that planning year has come to an end, but giving you an update on all the things that have happened. So today, this evening, I want to cover what has since happened with the space, what our staff has done, the

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learning our staff has done this year, partnerships that we have established this year and going into next year, and really what the cult culture is all what it's going to be all about. All right. So, a big piece of our space

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presentation um and figuring out was how to make a space that has been um ma uh navigable from fifth and sixth graders. How does it make sense for three and four year olds? And a key piece in that age group is really making sure that

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they know where they are in the building. And so what we've done is take the top floor. We're only going to be on the top floor of Walker with the exception of the cafeteria downstairs which we'll be I'll talk about in a

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minute. But what we did is uh I took the three primary colors cuz there are some of the first colors our kids learn. And we have the red barn, the yellow barn, and the blue barn. And there is limited real estate near bathrooms at Walker. So

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the classrooms are in those um the classroom spaces are in those three barns. And then the orange barn when you come in off our new main entrance which is the street level door off A2. Um those are where that's where our offices are going to be some of our related

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services. We have a family learning space. Our family support team is right there. And then in the back where um you'll see the green areas and mudroom, that's going to be our silo and that's going to exit to where the new

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playground's going to be. And so we have lots of space for storage, for toys, for loose parts, for boots and rain jackets and all that stuff in those mud rooms. So, um it's going to be a

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it's it it's exciting um seeing the colors come together. Um the bulkheads above the doors are just painted and where the coat racks are going to go in the hallways, it'll be the color. So kids will really be able to know where they are in the building and being able

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to design a building with threes and fours in mind so they can learn how to navigate and they learn how to feel like where they are in the building is really huge. So um staff got to um do a ranked order of the rooms that they

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wanted and they got to go around and look at rooms and so they had a big hand in selecting the rooms that they wanted to be at be in. Um, you'll also see, I can't tell if it's on this map or the other one. Um, I gave staff the choice

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if they wanted to be with threes, fours, or mixed age. And so over the years, we've had a few more our threes um, our numbers in threes have increased, but we've also had because we've been spread out among six sites. Um, sometimes when

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we don't have enough threes to warrant a whole class, we'll do a mixed age group. And as a principal where um when Sunrise had mixed age classes, I saw a lot of benefits because for 2 years you had this amazing um you got to have this

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partnership with this family and that is you know thinking about a parents first entry point into school that was huge for families. So I gave staff the option if you want to do a mixed age class let me know. And so I think we were at four mixed age classes last year and this

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year we're up to six or seven. So, it's going to be an interesting um you know, staff got to choose and buy in. Um but people were really seeing the benefits and some people are like, I think I might want to try it, but next year I just need to stick with what I know and this is where I'm comfortable. So, um

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lots of choice and input in how we set up this building. So, some exciting pieces um that we're adding to the early learning center. Um, this is just a picture of what So, the painting started over spring break and

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this is the silo area that's going out to what will be the playground. But anyways, so some of the things we really wanted to start doing, we want to think about how can we really think outside the box about what we want a preschool to look like. We have this temporary,

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we're in this temporary spot. Um, we can think outside the box and start trying some things now. So, the the term workshop is going to be um where our indoor messy space is in the former library. So, if you've been in Walker

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before, it was the Delta Lab. It has gorgeous windows, lots of light, and um if you've ever been in a preschool classroom during center time and they've had the sensory table out or they're painting, you know it's really messy. And if you've ever been in the Delta

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lab, they have really easy to clean floors. So thinking about um how do we transform a space um where kids so and you don't have to come there necessarily for art, but the art teacher can set up these really whole class experiences for

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sensory or painting work that go along with our units. And so that's what the Delta Lab's going to be. And these these are the these are the things that really excite me about about being an educator. Like what can we do with this space? What do we know that kids thrive on at this age? and what can we change it into

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being? And so that's going to be our that's going to be the Delta Lab indoor messy space in the workshop and that space is already set up with utility sinks. Um so it lends itself well. And then the former library, we have a new library collection coming in, but if

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you've ever been to the um if you've been to Wild Rock, they have this big indoor space that has just so many hands-on experiences for kids. but it's really about um exploratory experiences that you might not necessarily have in a

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typical play setting. And so I was thinking about this and what this could look like at our school. And so um while that will be the pl the li the workshop will be the place where we house the library collection. I want it to be where we have these really cool areas

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that either wouldn't fit in a classroom, would it be too wouldn't be cost effective to put in every single classroom. for example, like there's so much develop there's so much research on the importance of block play. And so, but the really big block sets just are

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not feasible for one classroom. And so getting I've bought those. I bought a ginormous castle. So, thinking about the importance of dramatic play, that's all going to be in that space. getting a really intense magnifying glass that can show kids what images actually really

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look like and broadcasting it onto a screen rather than, you know, the fish the FisherPrice ones we all used in our science center and if you were lucky you saw a black blob. So really being able to take things to the next level. Um the

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paddic um that is our gross motor space which was the off the area formerly known as the cafeteria. So, we will be eating all of our meals. We're doing family style. They'll be in classrooms, but Mr. Wayne Chambers is our PE teacher

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and he is really um thinking creatively about what till that space can look like and what the curriculum can really look like to support those gross motor pieces that align with the early developmental standards. But then that way we can use an indoor gross motor space. We have access to a plethora of large spaces

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outside the current Walker campus. But then also if we need a large group meeting space, we'll be able to all gather there as well. Um, and I talked about the silo. So, I'm glad to be piloting these things because as we start the design work for the new

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building, um, that's come up a lot, like what do you really envision this space looking like? What do you see as your dream scenario with the new building? And so, these were a lot of things talked about. And so thinking about when you're bringing a staff into a new building, there's so much that they're

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learning and so much that they have to take in. And so having some time to really try things out and bring that into our culture as a school and how kids learn is going to be a really exciting thing for our staff um preparation work. We

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have done um again they're coming from six different schools. So, a big thing for me was everyone knew would know each other's name. So, when we come together on August 3rd, you know who you're seeing in the building. Um, because they've known their school very well,

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but you might not necessarily know the staff at every single school. So, I didn't want them to I didn't want my new staff to have to really um I wanted to take work on that this year. And so a big part of our culture was getting to know one another and getting to know one

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another by getting input and creating things, not just, you know, what's your favorite drink or where do you like to go? So it was really about in-depth things. So there was also getting to know each other, but um developing what we wanted our school to be together. So,

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for example, um they helped me give input on what we want our menu at the ELC to be, what we want for snack, what we want for breakfast, what we want to serve at lunch and give that to Carlton. And it was such a back and forth process

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that the pictures there are um developing our schoolwide expectations, but really not just the just the overall words, but what does that actually look like and what do we visualize our school looking like at different parts of the day and what does that mean that we need

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to do as a as adults to set the tone for kids. And so I'm proud of the work that the staff did this year. they are um they are such a dedicated group of people that have come together and it's been beautiful to watch the culture that's been built while working on the

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content that we need at our school and um just an incredibly dedicated group of people. When I can or when I could this year I love to get the students input. So, this is us designing the playground and I was

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in a Zoom meeting with VMDO and I just happened to be in a classroom and the kids were like, "What are you doing?" And I was like, "Well, we're picking out playground um playground stuff. You want to look?" And they're like, "Yeah." So, it it was just a sweet moment of this is something that's really important to me

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to get the input of people that are going to be using this space. and it was harder with um not being in one site this year, but so being able to max maximize on this moment of the three-year-olds was was a blast. So looking forward to more of that in the future.

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A big part of our work this year, um in addition to, as I said, we got to know each other, not just um through making decisions about what our school would look like, but getting to know each other with engaging in some deep professional learning. And coming from

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the elementary level, it was such a wonderful thing as a principal to all be on the same knowledge base with ensuring that everyone's taken letters. And so knowing how much had shifted in the research, um our literacy coordinator,

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Stacy Reedall, brought to my attention that there's an early childhood letters course. And so we were able to get on that right away. And that was such a shift in practice with really getting us all on the same understanding because there's a lot of times that

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people will say, "Well, that's not developmentally appropriate." Well, what does that mean? And so what getting on the same page and defining what uh developmentally appropriate explicit literacy instruction can look like um was really impactful in thinking about

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things where kids for example struggle with articulation issues. Actually that's some tier one stuff and we're going to talk about the placement of our mouths and that's just something we do and where you feel the breath coming out. That's just something we do when we're teaching kids um how to say their

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sounds. So that was really uh exciting work that I cannot wait to take deeper cuz the pretty much the scope of that was us doing the course together and then we would do some of the activities together during our staff time in the afternoon. But where I'm looking forward

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to taking this next year um some really explicit instructional routines just like our primary teachers have with learning those letter names and letter sounds. What do those explicit instructional routines look like for threes and fours? And again, I will tell

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you the energy when kids feel like they are successful, doesn't matter what their age, it is so awesome to to see and to witness and they just want to know how to be able to access and participate in their world. And um so looking forward to digging into that

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more. The middle picture, it just really highlights another piece that came out from us for early childhood letters was when you take that vocabulary instruction and what you really want to do with it to build background knowledge when you reread a text multiple times

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and what your purpose is each time. And so um thinking about the text we choose very thoughtfully and we got to do that some but that is really like dur in our schedule next year when we have that read aloud block we are doing a rereading um and this is the goal. This

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is how we want to bring up those tier 2 words. Um so they have exposure and it's part of what we do and so we're saying it 15 to 20 times and they know what those words are. And the final piece is just how much we took away from letters about not just environmental print and

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having a printrich um envir classroom because you know sometimes you walk in you're like there are just words everywhere you know making me want to vomit but it's really about print knowledge and what you're having kids do with the text that they're um that that are around them.

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And so we we were rolling out the responsive classroom morning meeting format this year. And so we talked about how do you bring kids into the message? Um you know you guys were talking about technology earlier. If you're going to put it on a screen, how are you going to have them interact with it? Or like what the the old chart paper has a lot of

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value in it. And so what's our purpose with that? And I when I would um start our staff meetings, I would model different ways that they could use that text with their kids, just the message as a way to have them um have your students enga engage in that print knowledge, those print knowledge

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concepts. So, it was a really exciting year. Um, thank you, Miss Rall again for that push. Uh, so our data outcomes, I just put our four-year-old data out here. Um, and so I want to just draw

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attention. I So, Val's, which is the um screener formerly known as PALS. Yeah, it's too much. Um, but anyways, so I just want to draw attention. I picked three of the most important tasks and that was what something else from

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letters that was really helpful and you know I remember some of my upper grade teachers there's so much we need to do to be able to stay on track with the pacing guide and the standards but in the preschool grades you can really say these are our best indicators guys so we can hit that

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rhyming and it's fine but we don't need to sit and hone in on it um it's not going to be a make orb breakak skill whereas as other pieces are. And so I pulled these out because of the research with early learners and what are some of the most important things and tasks. And

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so I just wanted to show the growth especially with the beginning sound expressive and that's asking them to show. So, so at the beginning of the year, we were at 68% in the beginning band and we ended the year with 75% of our four-year-olds in strong and the

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expressive task in vowels and that that's new with vows this year makes them apply the letter sounds. So, it used to be just letter names and letter sounds and then so the beginning sound expressive is really looking that application piece and so really exciting data in that this year. And as I said

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before with what the professional learning our big piece was it we we did the content together we talked about it as a group but you know I started working on my plan for next year and the big piece next year is talking about those explicit routines and being able

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to give feedback on that and then using that um formative data to say okay this is incredible growth or this is what I'm seeing. It's again speaking and shouting out my staff. It's such a hard working group of people and so I we cannot wait

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to dig in next year. All right. Uh just want to highlight some of the established partnerships and upcoming partnerships for our students. Wolf Trap out of Northern Virginia. We did a division residency this year and they are if you've been to a performance

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up there, they have also a really phenomenal uh fine arts education program that they run and it connects to any kind of content you want. And so we did a lot with um movement in literacy, movement in vocab, and they came and did a week-long

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residency in all of our literacy or in all of our preschool classrooms in the division this year, and they're coming back next year. And it was such a great experience for our teachers. I remember one way, for example, one resident uh just used puppets left and right, left

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and right um with kids. And this one teacher said to me after, "Okay, I'm getting out my puppets and I'm using my puppets. They do love it. They do love it." And so to seeing um the impact of practice with just with with that uh

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in-person PL was wonderful. Book baskets of Charlottesville, they've been around for an especially long time. We did a bananas for books event right before spring break at all of our schools and we're looking forward to really building them into our family engagement plan but also our culture um with just loving

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books and wanting to be at books with books. Wild Rock has been a partner for a very long time and continuing to do that in the future. looking forward to. They've done um visits where they come to us and so being all in one location

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is definitely going to be easier for them. Exciting news, uh Front Porch does early childhood music programs and we are um have that secured for the upcoming school year. So, that will be in all of our preschool classrooms once

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a week. And Mr. Davis and I um are really going to get our love of the environment and farm farming on together and thinking about what those partnerships can look like for urban farming and preschoolers, especially with that being so close to what with the schools being so close to one

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another. And there's just so much value in the partnerships when you bring um our older students and our younger students together. So looking forward to that upcoming partnerships for our families. um United Way has been, this is my first

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year really working with them and they've been wonderful with just helping and supporting um me figuring out this role. But then one of the things that we've been able to do is bring back mixed delivery. And so if you're familiar with preschool um when families

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apply, they can choose a variety of options that best fit their need and that's how it's funded from the state. And so we were able to bring back a mixed delivery model which if they need access to longer hours like substantially longer hours um we've been

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able to secure some slots that way. PVCC is going to be hosting um 4 days a week in the mornings they will be offering language classes at the ELC. So, if you saw on the map, there's a family family classroom. Um, that will be for our

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family support team to use for workshops, but also to hopefully um in be able to re make it easier for families to participate in language classes. So, we're excited about that. The YMCA, as you know, um is going to be

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providing after school care. And also for families, I just want to shout out um Charlott Charlatzville City um Charlottville City Schools. we are opening um staff slots and so we had um it encouraged some city staff members

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who otherwise wouldn't applied to apply and then we have um I think six out of u six non-resident families that um are going to be taking us up on that that pilot of 10. So um very excited about that. So,

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all right. I just want to close with um building our school culture. And I talked a lot about um you know some of those explicit literacy routines and we're going to get into the math routines later on. But a big thing for me I always try and capture and this came after co or during co like getting

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these moments of joy um of kids just exploring their world being in their world and just soaking it in and the interactions they have when you're inter whether you're sitting back watching it or you're just letting them be in how they do their work. And so this is

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really when I think about uh the hands-on experiences and building background knowledge, this is what um it's it's going to look like and thinking about how what are the different ways we can bring things to our kids. Um how can we bring our kids

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out to them? Um so I'm really excited to go on this adventure with my staff. Um because it's a staff that really likes to think outside the box with me, too. So, it's going to it's going to be a great place to be. And I also just wanted to connect to um

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building our school culture and high expectations. And I think that's a really um I don't think I know. Um so in that vein of like getting everyone out and doing and building background knowledge, the expectation that their

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minds are so capable and are just primed for soaking in things at this age is one of the most empowering things that we can do for our community. And so I really I I'm we're going to build a school culture with high expectations of our kids with the belief that they they

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can and they are able. And I wanted to just use this classroom as an example. So or just this these pictures as an example of what we can do um and what it really looks like. So I've talked about explicit skills, but I've also talked about those big hands-on experiences.

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And so this was just some um they were doing a unit on spiders. A lot of theme thematic learning and people talk about that and it gets overused, but what does it actually look like? It's well, everything's going to come and be about

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spiders. And so in this particular classroom, this was a morning message. You can see the kids circling every single S they could find. And that was at the beginning of the year. And um then for the activity, they had to crawl

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under this web made out of painters tape that the teacher had made with chairs. and they're finding the different insects that spiders could eat and they had to get them. And so just seeing how these all come together, really blending academic content with thematic learning and having kids doing and interacting.

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And I love this picture with on the left because kids are just pointing out there's an S, there's an S, there's an S, there is an S. That's right. And this is the class at the end of of the year um the teacher is wearing a Charlottesville city shirt with a book and they're just like reading every

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single letter on her shirt. And that's what I really want to see. Yeah. Yes. You know, you know how to interact with the world around you. And I think about the data outcomes that this um this has. And so this is a three-year-old class, and this is where I really think about

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the possibilities of really pushing our three-year-old enrollment. Um they started the beginning of the year vows. Um they were an average um of six letter names in the entire like that was an average of the of the class which would

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have put them in the growing band but it ranged from 0 to 20 beginning sound matching so that's a different task for three-year-olds. the average um was um under one. So it would have fallen in the beginning and then

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the beginning band and then namew writing was also in a one. So also in the beginning and so this is what the kids did every day. They just they interacted with letters, they learned the sounds of those and they um interacted with the content they were learning. And at the end of the year,

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this is again these are all threes. Um the range of letter names was um 12 being the lowest to 52 maxing out at the top. And so the average of letter names was 28 in the entire class which is an average of a growing band which is

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solid. And then that's just the average. The beginning sound matching had an average two in the growing band. and the name writing was just in the cusp of being strong as an average. And this is just a three-year-old class. So, I talk about this with just where we can

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go with high expectations and really giving our community a chance um for uh a free highquality preschool. And so, I'm excited to for this next endeavor with our staff where we're headed next year. Um that is we I took um all of our

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preschoolers out to the horse rescue I volunteer at and um it is just that was that's my horse rescue Ellie and she is as wild as they come but gosh she loves kids. So um our current applications we are that number is a little bit old.

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So we the go to grow um runs this bank of the application. So it's a little bit under that now we're at 172 cuz sometimes people withdraw their application for different reasons. So we're at 172 and then now we're in the process of accepting those. So cannot wait to

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update you guys as we get closer to the start of the year. next year our school goals uh you know I always talk about collective efficacy and how it is like the bulls of the late 90s but um schoolwide expectations and we're opening a school and so what a fun thing

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that we're all going to be figuring out together and how humor is going to be a daily key because goodness gracious um so we're excited to do that together um our building maintaining relationship is really around the first entrance into

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CCS and that's both for families and students. And so, just like every other school has a robust family engagement plan aligned to MTSS, we will too. Um, and then our tier one instructional goals, we're going to finish our letters training, take that to the next level

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with what I talked about today. We're going to do a refresher on handwriting without tears. Um that's been um the importance of handwriting as that like I talked about with namew writing is really solidified with you know you think it's boring instruction but actually being able to have automaticity

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with printmaking is a key thing for future success and then we're really going to be digging into what highle play looks like. So I'm excited we're here for it and please come and visit. Any questions?

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All right, open it up for questions, comments. Miss Douly, I'll start down here on the right. >> So, we have several coreisms that live on in my household, even though you are not my child's principal anymore, but one of them is move with purpose. Um, often I'm telling Malcolm that in the

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morning to move with purpose. Um, but I think like this whole creation of the early learn learning center embodies that concept of moving with purpose. Um, and

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you know, I'm just I think we had a lot of teachers um that maybe were a little bit reticent to leave their elementary school communities that are so strong. Um, and just to see the work and the excitement um, and the culture that you

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have started to create and I know will continue to blossom is just really, really exciting. So, I am grateful to you. Our community is grateful to you. this idea of free high quality preschool, you know, should be a human right. Um, and I'm just thrilled to be part of a community that's doing the work. So, thank you.

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>> Welcome, >> Mr. Richardson. >> Yes. I just want to say I'm super excited. I mean, I love the presentation. I got goosebumps. I can't wait to see everything come into reality. Of course, to piggyback off for you, Miss Douly, um, when you mentioned

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the free high quality um, education, that just hits my heart. Like, I I feel it. and a woman with a plan. I see the vision and I can't wait for the community community to really be a part of that. So, thank you again, >> Miss Cooper. >> Sure. Um, great presentation. I'm also

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too excited because I'm a huge component of early childhood education. I think it's very important. I did have a couple have a couple of questions. Um, I know probably about a year ago, um, one of the questions that I had was in reference to wraparound care. Um, I know

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for a lot of families, um, being h able to work full-time, um, is important. Um, and so I know we talked about partnerships with the YMCA, um, but I would like to know where we are in that process because I would think it would help families um, be better prepared um,

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to make the decision whether or not to keep their child in um, daycare or um, be able to enroll them in um, the early childhood education. Um, and I was really, really, really hoping that we could have something in place because,

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wow, I think that, you know, all of this is great. Um, for our families to be able to access it, they need that wraparound care um because that it too is also important in today's economy for families to be able to work um to be

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able to provide for their family and also be able to access the educational system. Um, another question. Well, not really a question, but just um, well, I guess it is a question in reference to I see that

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we have a lot of partners. Um, and so I just want to make sure that like we have some systems or processes in place to track how these partners are like doing and how they showing up and like what are some of the results from the partnerships because I think that partnerships is important. Um, and I

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think that the community needs to see that all of the work that the partnerships are doing in the school and how that reflects in the um, educations of our children. And also, um, I know that we have, um,

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that PBCC is coming in for some e um, ESL classes, but what about classes for families that may be um, you know, struggling to read or need to get their GED? Is that an option for adult education for families that need that

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level of support as well? Thank you. >> Um YMCA is set up to open this fall. Um it's right on there with our enrollment. Um and it says if you are if you want to apply, here's the link. That opened May

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4th for our families. the with the current site what they can do with their because their licensing is much different and much more stringent than ours. So our l the licensing will be for four-year-olds. Um the newer facility will be our new facility will be able to

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the licensing will be much easier for our threes as well. um regarding other pieces with wraparound care. That's exactly so the way the state operates um the the VPI grant is so everything that United Way coordinates in the area they

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can when they apply through the go to grow model they can apply for different pieces and to meet the needs of their family. And so being able for Charlottesville City to partner with the mixed delivery this year, which we have not had in um I think it was three years

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they said, um to get those slots back um is huge because if a family really wants to be in the ELC, but their work starts at 6:00 a.m. and they can get a slot up at the early learning center up by the new Martha Jefferson. That is the spot

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where they need to be that best meets the needs of their family and that's a 12-h hour place. So yeah, being able to partner with them to get those slots is a huge is a huge win for our community to be able to do that. Um we're starting manageable with the partnerships with um

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PVC specifically. This is a course offering they do in their catalog. So um it is just an English language class and that was something that they had identified as a need. But I think in the future I know Dr. Johnson is our um

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point person for our division with evaluating how those partnerships are going. But being that we had a lot of space at Walker, we really wanted to be able to see if that reduced a barrier for involvement for sure. So, um it's language classes, but it's all right in

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there together. Um and the GED, I'm not um again, we're starting with what we starting slow, but yeah, the future for sure. Um I hope I answered all your questions. >> Yes. Thank you. Uhhuh. Miss Burns, >> I thank you so much for the

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presentation. This is really exciting. Um I'm happy to see you in this role. I'm happy to see you happy. Happy looks good on you. >> Thank you. >> Um and we're excited to have you in this role. Um a question I do have is what

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type of um marketing or communications are we doing just with the community in general? whether they have someone that could attend the early learning center or otherwise. I know people saw Walker was closing and then they were like,

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"But what's happening there? What's um so just wondering what type of marketing or communications happening in the community?" >> So, I'm using this as an opportunity to rebrand. So, we've done um you might have seen our banners or signs around town rather than the previously it had

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been the the United Way go to grow applications, but trying to think about things in a what's going to catch someone's attention. So, let's use the Colt with the Charlottesville city logo. So, we tried that this year. We're going to those will just be our standard practice moving forward. Um we're using

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the I guess the normal media channels. I was on the NBC 29 talking about enrollment and then there was another time when the enroll so I'm using the media channels but that's something um that's definitely an area to grow in next year and I'm looking forward to and we're all in once like you know talking

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bringing the community partners in and are there you know how do we get the word out in your neighborhood? We definitely did a lot of canvasing in neighborhoods this year with our signs, but um being more connected will definitely and and that's you brought up a good uh thing I'm wondering u Miss

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Burns like what is our actual enrollment footprint in our area? Um we've you know we're all experiencing our smaller schools um and so trying to get a good handle on what our actual numbers are. An interesting trend is even though

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we've had three-year-olds for a long time, but even before it was a state funed program, um we surpassed we kind we didn't have as many fours as we had slots last year, but we it balanced out because we had more threes. So, I'm hoping to really push continue to push

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the pieces for our three-year-olds to apply to and it's not just something for fours. Um but this is something that you your child can access when they're three. >> Thank you. Mhm. >> And are we working with our community housing programs just to make sure those

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folks are getting the word out in that neighborhood? >> We did the canvasing in those neighborhoods, too. But that's like I think as we're in the new location, the being able to be more centralized with hosting that and getting the word out will be easier. >> Yeah, that makes sense. Thank you so much. >> Absolutely, >> Mr. Meyer.

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>> Yes. Uh, thank you very much again. Very informative. Uh the you said you have I think 172 at the moment >> applications. >> Okay. How many slots do we have? >> We'll have about 200. >> Okay. So we have more space if needed.

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Okay. So we're meeting all needs as currently >> if they choose to if they choose to accept right now. Yes. But so sometimes I just this is this has been a big piece of my learning this year. um there's a criteria to be accepted into a

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preschool. So like the idea that even Charlottesville city's funding slots themselves to have staff come is just a huge huge shout out to our area. So we have so many slots that are funded from the state um and they have to meet a certain criteria in order to be able to

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fill those spots. So every now and then we'll might have had families that have applied for preschool that might necessarily qualify outright or qualify with something called local criteria. So, it's not an automatic acceptance, if that makes sense. Um, it's a criterion-based program and

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>> and a lot of that I think is on income levels or >> um a lot of different pieces. That is one of them. That's one of the big categorical four. But one of the things we also look at is something called the local criteria. And a local criteria is what are factors specifically in our

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community. So two big changes this year is looking at the you might not meet the federal poverty level but they've included the Alice income rate and then there is something from the economic um policy institute this year that we've included our local criteria where you

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they average out the cost of living which is housing and child care and you can insert it into a calculator and so depending on that rate um when we do our income verification report so we can see you might not be an outright qualifier but because of where we do live, you are qualifying for preschool. And so I think

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to um this joged um this question jogged um piggybacking to something that Miss Burns asked like getting the word out, apply for preschool. If you live and you think like childcare costs are astronomical in this area and so if when in doubt, apply. Um I think that's going

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to really help get the word out too. those things are kind of getting into that because you know I we had talked about this before about trying to open up to all incomes to a certain extent and or you know make sure we're maximizing this opportunity for as many people as possible and and again I think

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exposing as many families to our wonderful institution as possible from the beginning. So >> um thank you and I do hope colleagues we can continue to expand that mount and I guess we'll learn about that more here in next presentation. Uh you you did mention that unfortunately

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though it sounds like our building's not going to there's some kind of limitations that the three-year-old licensing for the YMCA is is that over overcomeable or >> it has to do with the number of

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bathrooms um and changing stuff. >> It's a different licensing. Yeah. >> Yeah. Yeah, I understand it's a different licensing, but so unfortunately we're not going to have as many slots as we would like for the afterare because we don't have enough bathrooms. Is that understand?

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>> Okay. >> I guess. Yeah. But like on the flip side, um we have more slots than we ever have for after school care. So >> yeah, I'm getting at hopefully is that I I want us to be able to anybody who wants an aftercare slot also a slot. So,

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uh, I, you know, if we need to figure out a bathroom situation somehow, I guess. >> And I just to be clear, like the the the licensing requirements when you get into other like the the number of bathrooms have that have to increase at that site are substantial

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as well as like changing places. Yeah. Changing tables. >> Okay. >> Yeah. And these are some of the things that we knew going into the Walker site, going into a very dated building, that these would be some of the limitations. But

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they're temporary. >> Temporary. >> They're temporary because like she said, like Dr. Corb said, once we get into the new building, we can account for way more bathrooms. Bathrooms and classrooms, >> changing areas. Yeah. >> And changing areas.

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I'm excited. Thank you for all the work. I really love the of course the the letters work and the data and just the intentional play and and I want to be I want to be a three or fouryear-old. So anyway, thank you. We appreciate you.

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>> Absolutely. Thank you all. >> Thank you. >> All right. And next up, CIP workg groupoup update. >> Good evening, Madame Chair, members of the board. Dr. Gurley, we have a very exciting CIP update for you this

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evening. Um, and we're very fortunate to have with us our city's deputy director for public works, Michael Goddard, our longtime partner in all the progress we've been making with our facilities. And so, he's going to take point on this presentation, but both myself and Dr. Eley who are involved with the work

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group for the master planning are um available to answer questions as needed. So Mike, >> good evening madam chair, members of school school board, Dr. Gerling. Uh as Kim said, Mike Gddard, deputy director public works for the city of

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Charlottesville. Uh coming at you with another uh CIP update. Uh this is going to be a bit of a long one because we have a lot to discuss. So, uh, here we go. Um, first off, I'll give you a little bit of an update on our, uh, funding

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overview. These are things that are funded presently in the CIP. Um, first of all, the priority improvement funds continue to be funded at $1.4 million a year. Uh, if you've been around a while, you'll call that

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the uh, modernization fund. Um, but we broadened our scope a bit on that. Um, we have the Sunrise, Jackson Vaia, and Tall Oaks roof replacement projects, each funded to 1.5 million over the next

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three fiscal years. Uh, we'll do those one at a time. Uh, we have the school's HVAC maintenance uh, fund being in increased to 1.25 million from $750,000 uh, which is what it had been uh, for

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quite a while. Um and of course this is to be uh approved but this is in the draft. Uh lump sum remains at 1.9 million uh for the foreseeable past and future. Um and

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that's what we do uh that's what we use for a lot of our um quick quick moving smaller projects uh but ones that are bigger than really small stuff if that makes sense. And then we have funding uh in the current budget for the prek

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center, but that's a bit of a moving target. I'll talk quite a bit more about that as we go on. Uh we also have some projects that we're collaborating with the office of sustainability on. Um we have the CHS and CMS solar installations, both due to

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be installed in fiscal year 27. Uh so that's very exciting because those are two very large solar arrays uh that we are planning to install. Uh we are also planning to install a smaller solar array on the sunrise roof

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once the roof is replaced. So our plan going forward is to to replace the roofs on those three schools I mentioned earlier and then after each one's replaced come in with a solar project. Um, we also have a project to replace uh

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lighting, make LED lighting upgrades in three of our elementary schools uh as well as K-tech um in the next uh two fiscal years. Um an update on we'll go kind of project by project with some of our more

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important things there. There are a lot of smaller projects in the background that I won't uh spend a lot of time on uh because there are just so many. Um but first off, uh one that's been a pressing issue and something that I've reported on dozens of times at this

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point, um the Charlottesville Middle School is on time and on budget. We're expecting that to be finished this summer uh for a fall open to a full new campus. So, we're super excited about that. Um, I'm sure there will be a

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ribbon cutting and I'm sure I'll come in with lots of photos, but we'll move on to the more pressing matters for now. Um, we're also working on the trailblazer modernization. Uh, so this is using those u priority improvement

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funds. This is the final project. So, when this program was conceived uh in 2016, I believe it was, um the plan was to go through each of the elementary schools and make an update to those and then move on from there and and sort of

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reassess once we got through them all. Um some things have come up in the meantime that were more pressing, but this is the final elementary school modernization. Uh this project includes some uh in internal breakout spaces and inter intervention spaces. Um some

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targeted academic support spaces and also uh inter intercom up upgrades, painting and new signage. Again, that's a $ 1.4 million project and we're planning to do that this summer. Um Summit Elementary School's window

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replacement continues on uh as we go through and replace all those failing windows. Um, active listeners will have heard about this one quite a few times, so I won't belabor it, but the windows were going bad, so we're putting in new windows.

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Um, we have the Sunrise roof replacement project. That's the first of our three elementary school roof replacements. Uh, that one's coming this summer. We're expecting about a $ 1.5 million project there. Um

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and then we are planning to do some work on the Greenbryer restrooms. Um also longtime listeners will will remember that this was a a topic of conversation for several decades. Uh so we're happy

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to and I'm sure Ned Mickey will be happy to see that this is getting some love. Um, so this project is in intended to do something like what we've done at Charlesville High School and what we're doing at CMS to uh create some

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genderneutral bathroom space and to increase the capacity of the restrooms and also just make them nice and new. Um, so that one we're planning on getting done this summer as well. And then um the Walker Temporary PreK

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Center. And I won't talk too much about this because you just got a whole presentation about how this is going. Um, but I'll note that the project that we're working on is mostly um putting in the uh playground space outside. So, an age age appropriate uh playground space

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that's on grade and easy to access for the children because watching three-year-olds walk all the way to the lower play space would be well, that'd be their whole day, I think. um maybe call it a field trip. Um and

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then next we have the Charlottesville Early Learning Center project. Um so there are a lot of moving parts on this one and I'm going to dedicate quite a bit of our time to that. Um so I'll start with uh a little bit of a history lesson for anybody who's

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listening that that hasn't been following. Um, we originally conceived of the Charlottesville Early Learn Learning Center uh as a project for the Rose Hill um Rose Hill Drive side of the of the project location or the the

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Walker campus, I should say. Um, and our original uh original plan was to remove the gym and uh build the school in that location. Then we all were made aware of the uh opportunity to acquire the FEI

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site uh from the federal government and we all got very excited when we were selected uh to receive that site and then very unexcited when we were unselected to receive that site. Um but out of that process came some new

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thinking about some needs that the school division had that we were not fully aware of. Um and so those kind of came on board as part of our thinking process. Um and then we got another opportunity to uh get a site this time

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from the University of Virginia. Uh this is the Oaklan property. Um which is kind of that little section of land that's uh adjacent to Buford and and the uh the pool sorry CMS and uh Smith Aquatic

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Center. Um, and we're still working on that. That's that bird is not in the hand. It is still in the bush. But, uh, I think well, I can say that we've decided that the the best way to play that is to move back to Walker and keep

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moving because that's a slowmoving process. We don't know at this point what the resolution will be on it. U, we're hopeful, of course, but um, you know, time waits for no one and time is money. Um

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so we have moved back to Walker with our our thoughts and dreams for the CELC. Um so this is the existing condition. Um we have the A building, Bing and C building. C is the uh the gym building.

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Uh and we'll focus quite a bit on that one. And then there's crow. That crow is not a bird. It's the pool. uh for people who don't live in the area, maybe don't know. Um so we originally conceived of a scheme,

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we'll call it scheme A now. Um that essentially removed the pool and renovated the auditorium building, building B, and left C where it was at. Um and Crow was involved in maybe some

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future expansion plans. Um, we believe at this point to the best of our ability to judge, construction is a wild place right now, but we think this is about a $42.5 million scheme. Um,

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the the good things or the things about that project that are notable is that the front door to the early learning center is down on the lower part of the site. So, your bus loop is down at Rose Hill. Uh, building A is left as it is. Building B is renovated to be part of the learning learning center. Uh

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building C is demolished and there is no replacement gym. Um the upper part of the site is left alone for another use such as swing space for elementary schools and I'll get uh eventually to why that's important. Um

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no let no net loss of parking with this scheme. Uh the challenge from my perspective is that loss of gym though and we'll talk a little bit more about that as well. Um out of the process of going after uh the FEI site, a lot of needs were as I

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said uh uncovered and we realized that if we didn't have a gym, we didn't have all these other spaces, the the B building, some of what we thought we might need to do in the future uh might be limited.

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Um, and again, we'll get into a little more detail about what those things will be a little bit later, but um, to my mind, it didn't make a lot of sense to demolish a lot of good buildings, well, a lot of buildings, uh,

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in order to build another building if we could avoid it. So, the scheme uh, that we moved towards was this scheme B, we'll call it. Um, this one moves kind of the front door to the upper part of the site, kind of close to where you

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would now go into um, Walker if you parked in the little parking lot up at the top on Gentry Lane. Uh, buildings B and C were left as is. Uh, we were and are aware that building C, if we continue to use it, will need some waterproofing work. There's some water

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that comes under the floor there and causes some buckling of the wood. So that would need to be something we address if we were to go with this. And then uh building A again could be used as a swing space for elementary schools in the future. Uh Gentry Lane would need

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to be closed in this uh approach. So Gentry Lane, whether you know it or not, is not a street, it's a lane. It's a school's property. Um, so we would be able to close it by right if we wanted

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to. Um, the challenge though is that in order to do that, you have to have a place for vehicles to turn around. And in order to have that turnaround space, you need a little bit of uh retaining of the earth, which can get challenging and expensive. And overall, we think that this would lose us 39 parking spaces on

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the upper part of the site that we would have to account for at some point in time. Um, also important, sorry to go back to scheme B momentarily. Uh, we've got pricing data on this and it looks like about a $60 million project with some

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pretty significant uh question marks and concerns uh as we move into uh the future design of the project. And uh so we started scratching our heads and thinking

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um we worked with uh BMDO and actually they kind of pulled us around on this one, I'll admit. Um and they they kind of worked quietly in the dark on a a scheme C which um I will also admit I

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wasn't as excited about when I first heard about it, but when I got read in I actually am pretty pretty pleased with the work they did. Um, recalcitrant as I am, I can be turned. Um, so scheme C,

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uh, this is a $51 million project, we think. Now, this scheme is about a week and a half old, so we don't know what we don't know on this, but logically speaking, this seems like a much less expensive approach than B. Uh, and also

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logically a little bit more than than A. Uh the front door is once again down on uh Rose Hill. Buildings A and B are left alone. Building C is demolished. Uh but we're putting in a new middle schoolsiz

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gym uh along with the new uh early learning center. And building A again is usable as a elementary swing space and no net loss of parking. So, I'll go into a little more detail about each of these

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because I know those those site plans are a little hard to read um and probably still are, but do my best. So, this is the existing condition. I won't spend too much time on this because you can go walk around it if you like. Uh scheme A, um this is the original scheme

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that involved demolition of the gym uh and incorporation of the uh auditorium building. Um, this is what that looked like. Scheme B, uh, this was the terrace design and I think most people consider

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this the current design. Um, but as you can see on the sort of left hand side of the plan, there's a bus turnound. All of that involves um, a retaining wall that pushes that hill up even higher than it is now.

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Um, also we're kind of nestling the building into that hillside that's currently kind of the upper parking lot. Uh, that's challenging. Um, it's also challenging to build the terrace outdoor play spaces. Not impossible. Um, and

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actually I was pretty excited about it conceptually. I'll I'll admit that. Um, but it is not the cheapest way to build a building, that's for sure. Um and there are some other site considerations uh when you look at scheme C. So we'll

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move to that one. Um scheme C I think is a little more logical use of the space. Um one good thing about this approach is that uh upper classrooms and lower classrooms can move out into outdoor

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space at grade. So we're not building over the top of anything. It's just kind of the current condition in terms of grading and we're taking advantage of the site instead of kind of fighting it. Uh a lot less retaining is required with

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this approach and we don't lose as much parking. Uh which I know we don't like to talk about parking but it is uh a fact of life. Um so this is kind of the layout for the three schemes.

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Um so to sort of summarize um there are higher construction costs for the terrorist approach which is approach B. There are higher maintenance costs for that same approach. Um we see there being complications and limitations

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uh with the terrace outdoor play spaces most notably that they are as big as they are and you can't really expand them or change them. Um, we have more costly parking and traffic considerations to deal with than we're required to. Uh, we we can't we don't have any way of getting around those

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issues besides putting money into them. Uh, and then there are costs to maintain the Walker Gym as a usable facility. Um, so as much as I hate to take down a usable building, I think when you see how we can come to a middle approach

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that is, I think, fairly reasonable costwise and still maintains a gym, um, my recommendation would be to go with scheme C. Uh, I think there will be an opportunity to speak to council about that and and I'll answer any questions

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anyone has. But at the time, you know, I've given you what I know and you can make your own assessments after that. So, looking ahead, um, and I'll revisit a little bit this this topic because there's more that ties into that decision-making process. Uh, but looking

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ahead to 2027, these are the big things we've got moving. We also have the Martin Luther King Performing Arts Center renovation coming up. So, seating and lighting in there. Um, we are planning uh another restroom renovation project as soon as we can get

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there uh in this building. Uh, we've heard nothing but positive about the one we did before. So, uh, more of a good thing I think is a good thing. Uh, and then Summit Elementary visitor vestibule project. That's something we've been having uh having been asked for for

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quite a while and I think we we're finally ready to sort of put that on the on the reach goals uh for the coming year. So that's a lot. Um we're we're quite busy working on schools projects. So, um

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uh we talked a little bit earlier and you all voted uh on a encouraging um approach to this 1 cent sales tax that uh we are hopeful actually we're for the first time in my time with the city I'm

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actually believing this is something that could happen uh at the state level. So, um, if you were listening or watching, uh, sometime, I think it was in the fall of last year, um, James Fus and I gave a

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presentation at a joint, uh, joint session of council and school board, uh, where we laid out kind of a long approach to what we what we think is possible or maybe even necessary for our school buildings. Um,

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and we were tasked with, or I was tasked with putting together a working group that would sort of look to the future and come up with a plan. So, uh, Councilman Snook said very astutely that we need to have a plan for what we're

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going to be telling voters that we're going to do with this money if we put it to them as a referendum, right? Um, and that wasn't the only reason for what we're uh what we were doing in the working group, but or have been doing in the working group, but uh that was a big

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driver for getting that group together. Uh, and also just sort of assessing what's the condition of our schools generally, what's it going to cost to get them to where we would all like them to be. So after uh quite a few meetings of of

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the group and kind of going through, you know, what we all agreed was the the goal for our schools, which is better learning spaces, more modern learning spaces, um more healthy and uh energy efficient learning spaces.

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We came up with a draft plan for um the next approximately 16 years of construction uh and funding. Um so this is not going to be readable to anybody I wouldn't imagine. Uh but it

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is part of the packet and you'll be able to see it. Uh but I'll I'll point out the important elements. So some of these things in the in the beginning years 2026 2027 are already kind of baked into the plan. Uh the prek center is coming up. We don't have CMS on here because

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that um horset has left the stable. Um prek center we think is pretty much on the same path one way or the other. I'm I'm fairly confident that we're going to be building that project a year from now. Um and then we heard some interesting uh

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new thoughts from Dr. Gurley. um about the desire for CHS to be improved. Um and you know we I think we had all the legacy sort of thought process was to work through the elementary schools

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um and CHS because and and you know not to go on too much of a side trip on this but a lot of the early conversations were informed by things like um our assessment of uh capacity of the schools that came out of the like 2016 2015 time

401
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frame. Um and CHS frankly was the least needy at that time. So that's kind of how the paradigm was structured. Uh Dr. Gurley had a different thought and I think it's a good thought. Um how was a student going to feel um coming out of

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the middle school into CHS? The middle school, if you haven't been there, is a really really nice school. Uh really stands head and shoulders above everything else we've got, I would say. Um, so when you move to CHS as a student,

403
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um, it's like going back to the 70s. Um, and there there are some spaces at CHS, you know, I walk around and there are some exceptions to the rule. I mean, we've done some renovation work over the years. I think of the big glass panels in the commons that, you know, that's

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that's nice space. I like it, but we don't have enough natural light in the classrooms. um we don't have enough flexible and collaborative space. The furnishings are kind of you know typical 1970s 1980s

405
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style furnishings more or less. Um there are also some needs that were identified by our various uh side trips about um getting FEI and Oaklan that uh CTI CTE are learning opportunities are

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something that schools are interested in and that's not something I'm an expert in. Uh so that was new information to me that came out of this working group. Um but you know uh you know my first thought was doesn't KEK take care of a lot of that stuff but

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you know I was informed that K-tech's a big commitment. Not every student wants to go down the K-tech route. someone to stay um in the school for more of their day and just have like a dip their toe in these different um for instance biomedical science was pointed out as

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something. Um I'm not an expert. I don't know much about it, but I'm happy to oblige and and making space for it. Um and getting all the restrooms to current standards is something we're all very interested in. So that's how we ended up uh kind of reversing our paradigm and

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putting CHS next on the sort of flowchart of work that we do. Now that's a big lift because anything that you do to this school just because of the raw square footage I mean that's a multiplier. So your cost per square foot that's how we think about things. Even

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if it's a very low cost per square foot this is a big campus. So um you know I know Dr. Gurley would love to have a new school. I think we all would love to have a new school actually and so um whether that's possible financially I do

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not know that's not a decision for me to make but what I will offer is that there's a there's a potential to take this school and do something you know we learned a lot from the middle school project and what we did there was we built a new volume uh we occupied that

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volume and that freed up some space and it allowed us to go into the um the part of the school that we weren't using and and modernize it. Right? So CHS is kind of a tripartite arrangement of three wings. If we were to have a new volume

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or some way of offloading those that student capacity into a new space that could be used in the future for something like what we're talking about, then that would free up u each of the wings. And in the same way that we did the roof in three parts, we could do the school in three parts. uh because that

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is kind of a manageable scale of project for um a city of our size. I think we have experience in that realm. So that's kind of the approach um that we're recommending coming out of the uh the working group. And then from there we

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flow into the elementary schools um and we can you know obviously this is a very preliminary plan. This is just our first scratch at at at what we think it makes sense. And I think a lot of this you know, things change over all of this

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time. But I think if we have a funding source like the penny tax, we have a realistic uh likelihood of managing all these projects. It won't pay for all of them. Um, you know, Stuart did some quick math on this. It looks like about $475

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million worth of projects there on the on the list. And that that flows out for quite a ways. It also doesn't include all of the escalation that's going to happen. So, you know, who knows what the dollar's worth that far out, but we do have an a reasonable

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um way of funding all of the work that we're trying to do. So, um, with that, I think, you know, I come back to the project at the at Walker at

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the Walker campus, the CEC project, and I think about, you know, the idea of, um, using that space as a swing space for all of these elementary projects, right? So, uh, if you wanted to completely the the problem we have

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traditionally had besides money in Charlottesville with our elementary schools is that you've only got the summer to attack the schools. Where do those students go if they're not in that school? Um, so we've chipped away and we've tried to do little things, but we

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don't have the capability to really modernize an elementary school in a summer. There's no way. And the and the summers are only two months long at this point really anyway. So by by availing the Walker A building and

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maybe even the B building, we have a place to put students for a year um while we do their elementary school renovations and we go through them sequentially like that. And so for a six-year period of time more or less,

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we're using that campus as an elementary school. So having that gym makes a lot of sense for those six years. Um and that kind of ties in why uh I think I would really support that C plan. Having a gym, gyms are never a bad thing to

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have anyway. You know, I think we always find use for them. Uh having one attached to CC will always be a useful thing. Um and it lends a lot of flexibility to the to the space. So um that's that's kind of what I have to

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share. Um, I assume with all of that there might be some questions. >> Thank you, Mike. Um, as always, Mr. Meyer. >> Uh, thank you, Mr. Goddard. I've again, and for colleagues, uh, I've had the privilege of sitting on our CIP

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subcommittee uh, and working with our team and and Mr. Goddard's team, and it's been a pleasure. process-wise, I just want everybody know I think we were meeting once a year when I first joined and now we're going to be up to quarterly. So, again, I want to thank city staff and and the city leadership,

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the councilors um for helping prioritize this. I do think we're seeing seeing prior prioritization by our our city other city leadership. Uh I don't know say I would give Lloyd

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credit for uh saying we need to move and get this package together, but I'll give him some of the credit. Uh Mr. God, I think you deserve some of that credit too. Uh to to my my question though and and I think we had talked about this. just uh you

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mentioned this one of your last points getting to the CHS or sorry the I think it goes to both this plan for how we might do this u over 16 years to renovate everything but also the scheme again you're talking about tiring it

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back to Walker or sorry the prek center uh if we were not to be able to use the Walker upper building and we're going to do all this elementary What would we have to do? Would we have to put modular classrooms in place and

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we would just move those around or how would that how would that work? >> Yeah, I think there's one of two approaches we could take. One is to uh well any approach involves modular classrooms unless we've got the capacity

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to um reszone the school district temporarily and constantly reszone which I doubt anyone's got any appetite for. But y'all are the decision makers on that one. Um, fortunately for me, um,

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but yeah, otherwise it's a trailer village. You know, we put a bunch of temporary school buildings out in some place unknown. Uh, either on the individual sites and we keep moving them from sight to sight. I wouldn't recommend that because they're going to need plumbing. So, we're going to have

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to replplum at every site. Um they'll they'll need overhead coverings between buildings. They'll need um ADA accessible sidewalks between buildings. Um yeah, I I mean it's a that in itself would be a project that I would have to

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assign to a project manager with a significant budget. Um and my concern with that is is it's it's a project that we would have to do. It's also uh I think irresponsible.

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uh from a sustainability standpoint. >> I just we had talked about that. I want you to bring that out because I I I do want folks to understand as we think about that Walker space and then how we build the prek center, it I think and we're going to hopefully do all this

437
02:08:29.599 --> 02:08:47.280
that other option be there is not something I think we want to consider. So, uh I think it does make a lot of sense to again keep that walker space as as a flex space. Um I one other thing and then I won't cuz again I've seen this but uh

438
02:08:47.280 --> 02:09:03.520
one new slide I hadn't seen recently was you were talking about the 2027 projects and I my question was is are those already in the CIP budget or did we do we have to get those in this coming budget? >> Let me let me run I think those are all

439
02:09:03.520 --> 02:09:18.639
in but let me I don't want to lead you astray. I would love for you to tell me. Yes, they're already >> budgeted. Let me let me make sure. But yeah, I think they're all >> No, I was talking about the 2027 build out.

440
02:09:18.639 --> 02:09:37.040
>> Yeah, the like very excited to hear that we're going to update the MLK center. >> Is that more than seats and carpeting in there? What What are you doing in there? >> Lighting. Yeah, >> it's it's the it's it's the systems and

441
02:09:37.040 --> 02:09:54.639
the seats and the systems, seats, carpet, curtains. It's a it's a very nice renovation. We've worked closely with the um pack manager who just moved on, but um and Aaron's team um so we're really excited. Yeah, I think it's slide 21,

442
02:09:54.639 --> 02:10:11.360
but yeah, I I >> was happy to see those being listened. And colleagues, if you have other ideas, please hopefully won't take as long as the decades to the Green Bryer bathrooms, but

443
02:10:11.360 --> 02:10:29.040
>> yeah, these are all using existing funding sources, mostly the U priority improvement project funds. >> Awesome. Thank you, Miss Burnt. I don't have much. Just thank you for your work. Um, and Miss Torres and Mr.

444
02:10:29.040 --> 02:10:45.760
Meyer for sitting on that committee and leaning in to what we've talked about over the last few years and Dr. Gurley for your vision. I appreciate the thought and intention, you know, to have such a wonderful new middle school and

445
02:10:45.760 --> 02:11:00.800
then to bring our children back to 1970. um that that makes sense. So, I appreciate the thought and the intentionality there and how we just build excitement for our learners every

446
02:11:00.800 --> 02:11:16.960
stage along the way. So, thank you, >> Miss Cooper. >> I don't have much either. Um thanks for the presentation. Um I love seeing um the um drafted plan. Um, and I'm glad

447
02:11:16.960 --> 02:11:33.920
that the um, Summit Festival is on that um, to be renovated. That's exciting. That's it. Thank you, >> Miss Richardson. No, Miss Doulie, Mr. Goddard. Um, thank you as always.

448
02:11:33.920 --> 02:11:51.760
Quick question just in looking at scheme C. Where I think I know where the gym would be on that slide and it's slide 19. I don't know. Might have been deck. >> Is that that little L shape? >> There we go. Can you ask that question

449
02:11:51.760 --> 02:12:06.880
one more time? >> Yeah. Where the where the gym would be? >> Oh, the gym gym is kind of right up against um >> right there. >> Yeah. Squeezed in between uh where the crow pool is and the auditorium building. >> And then what do you all need from us? I

450
02:12:06.880 --> 02:12:23.360
mean, I remember kind of going through the process before for the middle school and like just how much discussion there was with council um as far as landing on which like we hear your recommendation and it seems to make sense

451
02:12:23.360 --> 02:12:40.719
um but what do you need from us? I well there are a few simple facts. Um one is that we don't have all the funding for any of these schemes in the CIP presently. Um so we'll be making a request and I you know I don't want to

452
02:12:40.719 --> 02:12:57.040
freak anybody out with that. Um we always knew you know I spoke to Sam when we originally funded this and we had no idea how much this building was going to cost. So, we threw a number at it and as expected, the numbers short. Um, especially con considering all the

453
02:12:57.040 --> 02:13:13.840
construction escalation we've seen since. Um, so there's going to be a CIP ask. I think the move towards scheme C is a nod to the fact that $60 million is an awful lot to be asking for. Uh, and there are enough unknowns in that project that it could be higher than

454
02:13:13.840 --> 02:13:31.040
that by the time we actually put it in the ground. So um I would say support for for this for the uh CIP ask is would be appreciated. I don't I suspect that we will get support but you know the the

455
02:13:31.040 --> 02:13:49.040
world changes every day so we'll see. Um and I think just um you know I think to be honest uh school board has done the heavy lift over the years. I mean, I too was in those rooms back when we were doing the middle school and there were it was really I didn't honestly believe

456
02:13:49.040 --> 02:14:05.599
it was going to happen until the day that it got voted in. So, um but I don't see that as you know I think we're all on board. There's $35 million already budgeted for this project. So, um I think um

457
02:14:05.599 --> 02:14:20.960
if we could get that 15 million a year, which is what that penny tax would generate for us, we think that'd be really helpful. Uh and so I appreciate y'all's efforts uh to that end. Um yeah, I I think just continued advocacy and

458
02:14:20.960 --> 02:14:37.360
support. >> Great. Thank you. Um any other questions, colleagues? All right. Good. Yes, sir. >> You you we're almost in the second half of the

459
02:14:37.360 --> 02:14:53.840
year and I see if I was looking at your your Gant chart there uh in slide 23, it does look like we're going to continue to evolve this design work and you could we could be moving dirt in I guess first half of 2028. Are we still feel pretty

460
02:14:53.840 --> 02:15:12.800
good about that? again assuming that we get the budget support decision this winter tentatively. Yes. But I I think we've got a lot left to figure out. I don't I will say that I don't think that our choice about

461
02:15:12.800 --> 02:15:29.599
which which approach we take affects our timing. That was one of the things we confirmed with VMDO was that if we choose C, which is very underdeveloped at this point, it's just I mean you that's the whole stack of project drawings right there. So um but they're

462
02:15:29.599 --> 02:15:45.520
confident that because of the it's a more simple approach. So I think that they believe that time-wise it doesn't make any difference. I think there have been some impacts. You know, we've the FEI, the Oaklan, I think so. Yes. But um

463
02:15:45.520 --> 02:16:02.000
we'll continue to talk once I know a little bit more. >> If I may, a key thing with the timing is that all the work that Elizabeth and her team has done around what the classrooms need to be like, what common spaces need to be like, that's all transferable to the insides of these buildings. VMDO has

464
02:16:02.000 --> 02:16:17.599
made that clear. So, it's not like there's any there's so much work that's been done that is useful regardless of how the building actually sites sits on the site and these grade things and stuff that are so important um for accessible access to the outdoors and

465
02:16:17.599 --> 02:16:31.280
things like that. Yeah, I'll just say and I think we've said this in the subcommittee meetings as you know that we'd like to see this move sooner and and again as you mentioned costs go up, you know, so you know what happened with again the FBI

466
02:16:31.280 --> 02:16:48.719
building and it was unfortunate and uh you know we spent some time reviewing all that and again we're which is valid review processes but at the same time like we need to kind of move and not have the C like we had with the CM MS

467
02:16:48.719 --> 02:17:06.240
building, you know, kind of balloon. So, thank you for your continued efforts. >> Yeah, you can trust that we're going to move as quickly as we possibly can. That's been the direction from Sam is, you know, go with all haste. So, we will do so.

468
02:17:06.240 --> 02:17:32.479
>> Thank you. >> All right. Next up, um we have 10.3, which is our 2026 27 policy updates. Um, these are Paul, right? Am I Am I right? Thank you. All right. Good evening. It is the

469
02:17:32.479 --> 02:17:50.479
season for policy. Um, so tonight I'm presenting the VSBA May 2026 policy updates for first review. The updated policies are provided in a redline format with new language shown in red and deleted language shown with a strikethrough. The attached summary table also describes the proposed

470
02:17:50.479 --> 02:18:07.359
changes. Um due to some new state requirements, you will see that VSBA has provided member divisions with five new policies um to ensure that we remain current and aligned with legal requirements. And so the superintendent recommends that the board receive these policy

471
02:18:07.359 --> 02:18:25.519
updates for for review this evening um with action requested at the August 6th meeting. >> Thank you. Appreciate that. Board members, I don't know if you have any questions at this point, but we've got a little bit of time to look through these and then we'll come back in August.

472
02:18:25.519 --> 02:18:40.399
>> Everybody okay with that? >> All right. Thank you, Miss Swift. And and I guess if we have, >> you know, if you're doing some summer reading and have questions, we can go ahead and email you and Dr. Gurly questions. >> Yes, absolutely. >> All right. Thank you.

473
02:18:40.399 --> 02:18:59.200
>> Okay. Thank you. >> All right. And now, um, we have the other, um, addition to our agenda, which is item 10.4. I don't know, Miss Douly, if you want to introduce that or I will. This was basically um

474
02:18:59.200 --> 02:19:13.679
an oversight I guess on my part. We we had mentioned that we would review or revisit the um discussion or the the start time to our meeting. So for public's sake, um

475
02:19:13.679 --> 02:19:30.639
I guess since January, we have started pushed our meeting time um to 6 from 5:00 and we were we agreed that we would do that through the end of this academic year and then revisit that. So thank you for the reminder and here we are. So,

476
02:19:30.639 --> 02:19:47.040
I'm going to open it up for just discussion um and any thoughts that that board members might have on reverting back to the five o'clock start time versus keeping it six and just how

477
02:19:47.040 --> 02:20:03.120
you're feeling about that. Anybody care to start? Mr. Meyer, you want to start? Go to the left. Okay. He's nodding at you, Miss Douly. >> Oh, no. I am interested in hearing from colleagues. My preference is to start

478
02:20:03.120 --> 02:20:19.200
earlier. I think that um you know if we're thinking about is there increased public engagement. I think we see increased public engagement when there is a topic on our agenda that is of interest. Um and so that to me hasn't been a real driving difference in

479
02:20:19.200 --> 02:20:35.359
engagement. Um, you know, we are still, I think, being pretty liberal in our, um, uh, per, you know, allowing the public to participate by Zoom and give comment by Zoom, which is not universally done. Um, but I also

480
02:20:35.359 --> 02:20:51.920
appreciate that, you know, my schedule is more flexible than some others. So, I do want to hear from colleagues just to to hear what a the earlier start time, the impact. Um, I also am sensitive to staff um and staying for meetings after

481
02:20:51.920 --> 02:21:09.760
a full workday um when we go late into the night that they are turning around um pretty quickly to to come back to work. So those are my initial thoughts. >> Thank you. Um Miss Richardson. >> Yeah. Um, I will say that if we

482
02:21:09.760 --> 02:21:25.680
remember, I said, "Let's keep it at 5. If it's not broke, don't fix it." But I do appreciate transparency and trying out a new time. I do um think about administration staying late when we have long meetings and then having to come

483
02:21:25.680 --> 02:21:42.080
back and then, you know, they present to us and they're they're here for us, but we need to think about them as well. And um if we're able to be flexible to meet the time that we were um at originally, I would not mind going back to the 5:00

484
02:21:42.080 --> 02:21:57.840
time as well. >> Thank you, Miss Cooper. >> I'm open to whatever the majority agrees upon. >> All right. Thank you, Miss Burns. >> Sure. Um I also appreciate that I have a pretty flexible schedule and make the

485
02:21:57.840 --> 02:22:13.280
time work. It's only once a month. And so, um, I think to echo Miss Douly, the community shows up for the things that they are really passionate and important about. And I hope they'll continue to do that regardless of what time we meet.

486
02:22:13.280 --> 02:22:30.720
Um, I know we've heard from some teachers that the later start dime is harder for them, that they appreciate the opportunity to be able to just come straight here after they're done and um, just want to be sensitive to that. Um,

487
02:22:30.720 --> 02:22:48.479
so I'm I'm agreeable to really what the group is, but five is fine. I'm even, you know, take the difference between the two, a 5:30. Um, but but really just interested in the group and what folks

488
02:22:48.479 --> 02:23:04.399
are able to do. Thank you. >> Thank you, Mr. Myers. >> Yes. Uh, well, I want to appreciate that we did test drive, you might say, a different uh schedule or later starting time. I

489
02:23:04.399 --> 02:23:20.399
still believe and prefer a 6pm. I I do think and I would agree with you, Miss Douly, that uh I think what is on our agenda drives a lot of the community participation. However, I do think it is easier and I

490
02:23:20.399 --> 02:23:37.439
think we saw that for some of the earlier uh commenters you might say in January, February. uh for folks who need to get home and get their kids fed and then be able to attend uh andor time

491
02:23:37.439 --> 02:23:53.040
between getting off of work at 5:00 because they have a very hard 9 to5 and then be able to come in person and provide their comment. Um so I would like to keep it at the six o'clock. I I do worry about the length of our meeting

492
02:23:53.040 --> 02:24:10.720
and getting it late and so I am uh conscious of that. I do think and I've spoken about this before, we can think about how we receive information uh on agenda items and from the staff and and while I and I we're seeing more written

493
02:24:10.720 --> 02:24:29.040
responses and written board reports, which I think is great, I I also think that we could have more board materials in our agendas that and have shorter staff presentations. Um that would save us time. So uh and

494
02:24:29.040 --> 02:24:44.479
that would mean still having the information and discussion we need to have while also having a shorter meeting. So those are my thoughts. Thank you. >> Appreciate that. I don't think I have

495
02:24:44.479 --> 02:24:59.680
any points that are different from those that have been shared. I mean well take that back. Um, my understanding, the request to to trial this or pilot this was based on um, and correct me if I'm

496
02:24:59.680 --> 02:25:16.800
wrong, feeling like this would accommodate or allow for increased uh, community um, attendance and I don't feel like I have seen that clearly. Um, again, I think it's the topic um that drew the

497
02:25:16.800 --> 02:25:33.520
crowds and the participation and I think that will remain the same. Um, so I guess moving forward, I don't know if we just want to do I need to throw a timeout and we do a thumbs up, thumbs down. How how are you all comfortable doing this?

498
02:25:33.520 --> 02:25:48.720
>> I mean, I've heard clearly. I'm sorry. Go ahead. M say I mean I'm not excuse me. I'm not opposed to 5:30 if that's available. Um I guess it's kind of meeting us in the middle and just thinking about people getting off at 5

499
02:25:48.720 --> 02:26:08.319
and having enough time to get here. Um but yeah, a number chair I think this is at your discretion and you've gotten feedback from all of us. I mean, I'm happy with a 530. It's better or, you know, it's better to me

500
02:26:08.319 --> 02:26:26.000
than five, but I I've also see the will of my colleagues here, and if I think there was a vote, I would not be on the winning side of it. So, all right. I mean, we'll just do a all in favor for and um I guess we'll start

501
02:26:26.000 --> 02:26:43.600
with the five option. So I guess by show of hands, how many people would prefer the five o'clock >> five versus 5:30 or you're going to do all >> and just I think keeping in mind if we have a closed session it's just the one

502
02:26:43.600 --> 02:27:00.160
hour earlier. So close session would be potentially 4:30 with a public start at 5:30. >> That's fine. I mean, it seems like people are people are feeling comfortable and wanting to to consider the 5:30 time. So, we can just Is

503
02:27:00.160 --> 02:27:16.160
everybody comfortable with that? >> Okay. So, I got to find my Miss Douly, Miss Richardson, you okay with that? >> Yes. >> All right. 5:30 5:30 public meeting starts.

504
02:27:16.160 --> 02:27:33.120
Okay. All right. Um, thank you everybody. And we are now um going to board response to written reports. A lot of good information in here and reports um to review and just for the public's

505
02:27:33.120 --> 02:27:47.840
um information. So we have just our schoolboard written reports uh chronic absenteeism written report. We have the CPD data for school locations the first quarter and this will now

506
02:27:47.840 --> 02:28:04.880
correct me pal. This will be the the um format that this will be reported. Go ahead, Miss Pal, if you would like to. I think this is important for everybody to hear. The lower section of that report, and I didn't realize this till this evening,

507
02:28:04.880 --> 02:28:20.240
actually needs to be updated. It we settled on a different report that would break it out by month for the for the quarter. And then anyway, I this was my mistake. Um, I'd received an update reported, an updated report from CPD after our deadline to submit for the

508
02:28:20.240 --> 02:28:37.280
agenda and and Leslie has already updated it. During the meeting, I sent it to Leslie, so it may be corrected now. Um, if Leslie, if you want to flash it up on the I don't know if you're able to, but I I sincerely apologize that we've had a very exciting time cleaning out Walker and everything. And um I just

509
02:28:37.280 --> 02:28:53.040
I received it and then I when I just was refreshing myself on it as I sat down here this evening I realized that what was originally posted with the agenda this is different at the bottom and what you'll see going forward is you'll see the first quarter will go to the first column and then you'll see the latest

510
02:28:53.040 --> 02:29:09.120
three months month by month and then you'll see year-to date and it'll just keep uh it'll just keep progressing like that. It's just a little bit different lens than what was provided by the um CPD crime analyst on that first pass and I'd given feedback. I thought this would

511
02:29:09.120 --> 02:29:25.600
be more helpful. So anyway, um it is corrected. Thank you Leslie for the quick work on that. This is what you will see going forward. But the bottom section each month you'll see a summary of all the quarters that have passed and then the month by month for the current quarter that just closed out. And your

512
02:29:25.600 --> 02:29:42.560
next report would be August for the quarter that closes in July. Can I ask you Miss Pal? So the 2019 I don't know there was one that was showing like the age of arrest in the location. >> Oh that be arrest. So there are two

513
02:29:42.560 --> 02:29:59.200
reports actually and you will thank you Leslie. So the earlier report is what the board started to see I think sometime last year that calls for service because it was in response to well how much are you working with the police? how often are

514
02:29:59.200 --> 02:30:15.840
they needing to come to the schools? And that was um that's why that report is delimited to between 7:00 a.m. and 400 p.m. responding to school addresses. This is actual arrests uh data. And for this, we can give get into the demographics that were asked for because

515
02:30:15.840 --> 02:30:32.880
on calls for service so often you like if it's a suspicious person, vandalism or theft or we don't they don't always capture unless it becomes a thing, the demographics aren't captured. But these all have demographics for anyone who's under the age of 18. And what this also

516
02:30:32.880 --> 02:30:48.720
shows is a lot of times what the police are responding to, and this also is not timed delimited. So this is 24 hours a day, 365, but it's also um adults even during the school day sometimes like um sometimes it's an adult matter. And they also added something that I thought was

517
02:30:48.720 --> 02:31:03.840
interesting. We didn't ask for that, but if you go up to the headings, Leslie, officer initiated. that is whether an officer saw something or whatever and responded to it or whether it was like a call for service. And so in means it was not officer

518
02:31:03.840 --> 02:31:20.880
initiated. Um but yes could be something like um a someone speeding or DUI but it it ends at our campus right that would be officer initiated as an example. >> So that was my question I guess. So,

519
02:31:20.880 --> 02:31:36.880
this doesn't really tell us time of day that these calls are happening because this I mean you start to look at the like the ones that um you know are schoolaged. >> Yeah. >> It's just that so that we could get that added um this because this report is not

520
02:31:36.880 --> 02:31:54.560
time delimited. So you don't know if it was during the day or after hours. I can get that added probably the time of day. So thank you for that feedback. And then I know we've provided this information. I think I did in an email

521
02:31:54.560 --> 02:32:10.560
that went out to everybody, but as far as somehow looking at if and when or which hopefully none actually happen within the schools. >> Um, you mean inside a building versus

522
02:32:10.560 --> 02:32:27.920
out on the campus? I'll I'll take that as a I know I feel fairly confident they should have the times in their database. The location beyond the address, I'm not sure, but keep in mind that with the with regard to the SRO program in theou

523
02:32:27.920 --> 02:32:45.359
it describes the um official contact reporting program. So there's going to be another data set. So I do want to be clear that when I say like yes, this is the gist of where we're going. This is just with CPD's data. there's going to be other data through our processes that are described in theou that will also be

524
02:32:45.359 --> 02:33:02.640
part of the reporting and monitoring. >> So I say that only because um with that official contact report there'll be more opportunity to capture maybe some of the things you're looking for like location inside outside the or outside on the campus that type of thing. I would I

525
02:33:02.640 --> 02:33:19.200
would imagine that uh for the purposes of the board's work once you ask um CPD to go back and time stamp this, the only thing that would be prudent to the board's work is providing them the occurrences that happen during the school hours,

526
02:33:19.200 --> 02:33:35.120
>> which is the way we get calls for service right now. >> Okay. One reason we didn't time eliminate this is um you know there's been discussion about things that happen during athletic events and things like that. And so but again I'm not I'm just not sure for purposes of reporting how much we can get into that because something could happen after hours and

527
02:33:35.120 --> 02:33:51.840
it could still be related to the schools because it could be something with an extracurricular activity >> and that may only be important for like Charlottesville Middle School and the um Charlottesville High School um because that's the bulk of where events are happening maybe. I mean, I can't

528
02:33:51.840 --> 02:34:07.439
imagine. >> I don't know because I think the if you want to keep the main thing the main thing when you when you open this report up, you want to see the frequency of what's happening during our operational hours >> and then the school building. >> I mean, keeping in mind that yes, there

529
02:34:07.439 --> 02:34:23.280
are things that happen at, you know, sporting events. Um but >> and I know that we cannot ma manage that because it's like then you got to go through and sort by you got to sync calendars and that's a whole another that's getting someone to do a whole

530
02:34:23.280 --> 02:34:39.920
another job. Um but I don't know just trying to simplify it so that the board had the information they need to make informed decisions and so the list really should be doing operational hours. Maybe it is 7 to 7. I mean

531
02:34:39.920 --> 02:34:54.720
>> for the arrests as well. >> Yeah. But I know bad you know like football games are late and you know so I know that there are things that go into the evening but if you if the board if we have to like sort through those things I think that that can be very tedious

532
02:34:54.720 --> 02:35:11.920
uh and a lot of personnel hours can go into that. Yeah, definitely not trying to complicate it, I guess. And maybe this is a conversation we can have, you know, as far in the working group as we kind of hone, >> right, >> the data and the reporting. >> I think that that would be that would

533
02:35:11.920 --> 02:35:26.880
definitely could be a good place to talk about it like how to just make it about what the board can use to inform their decisions. >> I mean, there aren't it's not a huge volume of arrest data. Uh but yeah, I'm

534
02:35:26.880 --> 02:35:43.200
I'm happy to ask um for anything that we that could possibly be like a data additional data field that they can grab and roll in. >> Thank you for your clarification. >> Clarity, that arrest was from November of 2019

535
02:35:43.200 --> 02:35:58.080
all the way through April of 2026. >> Correct. The dates aren't visible to me in this view, but I believe that's correct >> in the information. Yeah. >> Yes. >> Okay. But I think somewhere wasn't weren't

536
02:35:58.080 --> 02:36:14.479
there dates on there somewhere. >> Looks like >> it's in the case number it's the case. >> The case number starts. >> It does give you the year. >> That's helpful. Thank you. >> Yes, that's important.

537
02:36:14.479 --> 02:36:29.600
>> Um looking at um just like some of the things that's listed on here, a lot of it looks like it's like after hours or it doesn't pertain to like what's happening right >> in the school. So was like some of this data like kind of used to um come up

538
02:36:29.600 --> 02:36:46.240
with the decision that you know to bring SRS >> from my perspective it was the calls for service data that that's just the other report that was up earlier >> that's what administrators uh would feel more in the dayto-day of things is that call those call for service needs to

539
02:36:46.240 --> 02:36:59.840
your point >> but then when the there were requests for like additional demographic information and things like that we started to look more at what was happening around in and around our schools that could give us that could where they could pull demographics and

540
02:36:59.840 --> 02:37:23.760
things like that uh with some fidelity, but the calls for service numbers are more of what I I I feel confident. Yeah, it had nothing to do with arrests, which was that other report. >> All right, any other questions? All right, so we had that. Thank you for the

541
02:37:23.760 --> 02:37:39.280
clarification on that. Um yeah, other re other reports in there. VDOE Grant, we've got a nice um written report and summary from the community schools. So, please take a look at that

542
02:37:39.280 --> 02:37:55.680
if we if you haven't. Mr. Meyers, do you have a question down there? Comment. >> Oh, yeah. I think there's two interesting parts here, but uh Miss Raznik, congratulations. What I see here is significant and the whole team

543
02:37:55.680 --> 02:38:10.720
significant improvement on your chronic absenteeism. It looks like all of our schools are green. Uh sorry, elementary schools are all green, including uh Walker Upper Elementary School. Uh a lot

544
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of them reduced their from 2025 to 2026 by multiple percentage points. So awesome. and even CHS and CMS dropped a couple points uh showing a continued progression downward. So, thank you for

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your efforts. I I note we're as a division now not in the red but in the orange. Uh and and I look forward I guess if if you may, were there certain things you thought this year that were

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drove some of these reductions? And are there changes you're planning for next year? >> I mean, all the credit needs to go to our school teams. Um, this has been a strong investment on their part. Um, I think, you know, when we think about two

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years ago, some of the substantial changes that have been made. Um, and they do celebrate that work. Um, and we celebrate them. Um some of the things so we do anticipate these numbers continuing to change as we factor in

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flexible inerson instruction by back time. Um so we'll be working through that in the next um period of time. Um Sunrise had a lot of success with an afterchool tutoring program. So that information has been shared with

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schools. Um other schools also had success with afterchool tutoring programs. um but they've shared that information at the elementary level with each other. Um and then I think our continued success really rests on building those strong habits early. Um

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and so as our elementary schools continue to improve chronic absenteeism that influences the habits that are established in families and with students for our later grades. Um and then um we are um working on like a

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targeted assistance framework for schools to make sure that they are monitoring the things that are evidence-based best practices, making sure they're using root cause analysis. Um you know, not missing kids who could

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be captured through some of the um strategies in place. Um and then a focus on LMA um to improve there. Um and then just the like ongoing work to make sure that our data is being captured

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accurately um and that we're not misrepresenting um our students being absent if they're tardy um and things like that. and one of Miss Raznik's um at our one

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of our more recent ELT meetings, one of the recommendations is that um this report moved to quarterly um perhaps the um the schoolboard meeting immediately after the um after the end of the nine

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weeks. Um you know, we do feel like this is very informative of her work. Um but in terms of the school board um the question is uh I guess

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>> what is it doing for the school board >> received? Yeah. I just say I appreciate I think obviously I've been talking about it every month uh and I don't maybe I think other colleagues still have been focused on it this year and wanted to see

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improvements and by asking for reports sometimes we get uh more improvements uh you might say but at the same time I I've seen more improvements and and I'm happy to have a report every quarter that's uh I think a better use of staff

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time. So, >> thank you. We're fine with that. Everybody okay with that? >> All right. Thank you. >> Thank you, M. >> Thank you. >> All right. >> Sorry, chair. One last thing is there was a energy consumption and

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sustainability report in there. I just colleagues uh like to point out I think hopefully we're going to stabilize our energy bills which have gone up hundreds of thousands of dollars over the last years which is money that we can spend on staff and teaching our children

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rather than paying the city for natural gas and uh Dominion for electricity. So, uh, as you learned a little bit about also about our CIP program, we, you know, we we approved some solar PPAs and have a our power purchase agreements and have a solar system on KEK now and and I

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do hope to see that energy those energy bills stabilize and allow us to use the money on educating our children. Thank you. >> Thank you. All right. Um, and now we are at our second opportunity for comments from

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members of the community. So, please approach the podium. State your name and you have three minutes. Hi all. Uh, my name is Emily Kingsley and I am the new collective bargaining

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chair for the Charlottesville Union. Um, and I'm here to speak because I am feeling very concerned about the new language you all adopted in the updated collective bargaining resolution. um specifically that the language seems

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really unclear and confusing and I'm very concerned that we'll end up excluding um some staff members from future bargaining who do not need legally to be excluded. Um, and this was built as small changes to the resolution, but in the back I've been

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feverously researching, and it does not seem like small changes and could actually have a major impact on um, staff and on the union as a whole. Um, and I do understand with the confidential employees, the whole point is there could be conflicts of interest.

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Um, for specific employees who have access to very specific private information related to bargaining, um, and related to employees information. Um, but from my research in the back, there are very very very

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specific legal definitions for who gets to count as confidential. And it's not even just that you have access to confidential information, but those employees must be directly related to bargaining decisions or some type of

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labor management. There was even a court case that said that just typing up confidential records was not even enough to justify you to be a confidential employee. Um, and again, I do understand there are specific employees who this would apply to. However, I'm really

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worried that the broad language that you all have just added to the updated resolution will result in many people in future years being barred from collective bargaining without just cause. Um, and just specific things that

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we were kind of flagging in the back. For one thing, you all said the reason you needed to move so quickly was because some licensed professionals would be affected by this, but we can't figure out who the licensed professionals would be. Everyone you all

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listed would be in the ESP bargaining, which won't happen again for longer. Um, and then other specific language things we had questions about. We went back in and looked at all the red that was added. It says department heads. We couldn't figure out what that meant. Does that mean the division leadership

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or is the department head like the chair of the English department at CMS? Um, it also says instructional specialists. We really didn't know what that meant. Is that different than reading specialists? Who's that? Um, and then also unclear language that it lists admin texts, tech

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support, and enrichment arts texts as being both included as confidential and not included. So, it just seems really murky and confusing, and I'm disappointed that you all pushed it through so quickly when these are not small changes. This could actually be a

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really, really big deal. Um, so we'll keep doing our research, and our goal, as always, is to empower CCS employees and protect our community of teachers and staff. Thank you. Thank you. Hi y'all. It's Michael again. Um I

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start I do appreciate you taking my feedback into consideration with the um three particular positions that I mentioned and talking about the athletic part that was in there as well. So I appreciate that. My concern and why I really did want it tabled is that the

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language as Emily said seems to include other positions be beyond the 11 that I was sent. So when I asked So I hope I'm wrong. I hope I'm fully misunderstanding. Um back on May 12th we asked you sent a

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list of 11 positions. Eight of them we said sure that makes sense. Um, three didn't make sense and we adjusted that. That's great. But are there more

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that were not part of those those 11 those eight? Are there more? It says instructional specialists. ESL was mentioned like that's wasn't part of the 11 that I was sent. You didn't list those. So, I didn't address them. and you only addressed what I brought up and ignored

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like and I asked so on May 29th I asked in an email to also could you give me a confirm that these are exactly the people that are affected and I did not hear back from that. I asked again I mean we have not fully confirmed who are all the people

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affected but we've pushed it through this. So, it feels kind of like we've evaded actually figuring out who it is. I I mean, again, I hope I am mistaken and please tell me

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afterwards if I'm if I'm mistaken on this. Um, and I fully expect then that these will just be the only eight employees affected. I expect that those are that's who it's going to be because

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that's who was told to me. So, if you're actually classifying others as confidential more than the eight that you sent me and then naming them after you've already made the vote and decision, can you see why that feels misleading and deceptive? Like, I'm not

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we're not getting the whole picture until we've pushed the decision through. But I hope I'm wrong. Thank you. All right, we're closing that second opportunity and now we are moving on to board member comments. Miss Douly. No,

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Miss Richardson. I guess for me, um, this is our last board meeting for the summer until the summer break. Um, I enjoyed working with you guys. Um, another year has passed. We had a great um graduation ceremony,

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Shalazone Middle School. That was really nice. I I appreciate Dr. Jordan's uh words to the students and Dr. Mallaloy. And I um am hopeful and wishful for the new

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school year, for the SRO's coming into the schools. Um preparing families, preparing my children um as well. um trying not to have my guard up but with um open arms and heart to the new

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folks that's coming into our school. So other than that, I'm ready for this summer and I hope you guys have a great and safe one. >> Thank you, Miss Cooper. >> I don't have any comments. >> Miss Burns. No, Mr. Meyer.

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Yeah, colleagues, uh, one, I want to thinking about this, uh, school year, we did a lot, uh, and and I appreciate all that. There was heavier conversations obviously around that SRO topic this spring and and, uh, I appreciate

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everybody in those and and I want to acknowledge those. And I, uh, again, I think we've been doing a lot of good work. uh we sometimes disagree and and I think we should uh and I appreciate and respect everybody's opinions and look

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forward to working for you in the future. I just wanted to flag for you some things and I want I do want to hear from you also what you all want to do next year because I I do want to work with all you on on different things but and that includes you Dr. early on some initiatives that you're thinking about,

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but things that I'm flagging for uh that I'm thinking about for the next uh school year and that we might again work on or one I'm hoping to see this sales tax referendum be approved and us go

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work towards uh again hopefully getting an approval by our community to significantly fund the necessary infrastructure changes we need as was outlined today by Mr. Goddard. Uh and second, I I do want to I am going to be following the edtech

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policy uh discussions and kind of how are screens being used, how are they helping or not helping our children learn, etc. So, uh I wish all of you a restful summer and uh again look forward to hearing from you all what you might want to see done next year. Also, I'm

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working with you on that. Thank you. >> Thank you. Um, quickly just want to express my gratitude to you, Dr. Gurley, and your team for all that you do every day. Um, I think we had a nice little recap of some really exciting things

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that are on the horizon. Um, the early learning center. Um, again, just just the good work that that we continue to do, the vision of Dr. Gurley and the team and the board supporting that. again the middle school opening up um

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fully. So that'll be pretty exciting. Again, I think for me just looking at that CIP list um a lot of the the things that we get to put a check mark by by the time the school year starts is pretty exciting. Um which then you know

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the students get to benefit staff in those buildings. So a lot of good things. So I appreciate you all. Everybody stay safe. Um again my my gratitude um from my heart to all of you. So thank you much and um Dr.

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Gurley. >> All right. Good evening. Um just want to um thank everyone for a wonderful school year. Um I hope our students are having a great start to their summer. A lot of PL is happening um in our schools right

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now. And so I know a lot of times people think that the summer is rest and relaxation, but we we are closing one school year and quickly starting another. Um, but I do want to thank everyone for their hard work and and congratulations to the school board for

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uh it was a great year. Uh, with all the highs and lows, it still was a great year for our students. >> Thank you, sir. Um, Miss Swift, anything on our our list? All right. Thank you. um upcoming meetings. Our next um board

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meeting, our our first of that new academic school year, August 6th at 5:30 will be our start time. And then um close session would be at at 4:30 and that would be here at the media center at Charlottesville High School. Mr.

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>> On this upcoming meeting, I think we have a joint meeting with city council now also scheduled for is it August 12th? I don't have that date in front of me. >> Uh I think it is August 12th and and again that is where I think we're be potentially talking about some of the

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new school buildings everybody. So >> okay, >> I just want to make sure everybody also knows that. Thanks. >> Thank you for that. All right. And with that um I will adjourn. Everybody stay safe.