Good afternoon everybody. I'm going to call this uh meeting to order. I want to welcome everybody. Today being January 22nd, uh we are in the Walker Upper Elementary cafeteria here for our budget work session. Um,
Miss Stacker, would you mind please um call and roll? >> Yes, Madam Chair. Miss Bryant >> here. >> Miss Burns >> here. Miss Cooper >> here. >> Miss Douly >> here. >> Mr. Meyer >> here. >> Miss Richardson >> here. >> And Miss Torres?
>> Yes. Thank you. Um, may I have a motion for approval of our proposed agenda, please? >> So moved. >> And a second. >> Second. that you Miss Burns was a second. Um any discussion, questions?
>> All in favor, please say yes. >> Any opposed? >> All right. Thank you. Um and we will now move to items for discussion. And our first item on the agenda is a new grant targeted school improvement from the Virginia Department of Education. And
Miss Swift will be presenting that to us this evening. Okay. Uh good evening, Madam Chair, members of the board, and Dr. Gurley. Um, I'm bringing forward an item for your review and approval that will allow us to take immediate action to support three federally identified elementary schools through a one-year
targeted school improvement grant awarded by the Virginia Department of Education. Um, this school improvement grant is a competitive funding opportunity available for federally identified schools. And our three schools, Tall Oaks, Trailblazer, and Walker Upper Elementary, are eligible
for up to $45,150 for a total grant amount of $135,450 pending final VDOE approval. And so these funds will support the implementation of selected evidence-based interventions and action
steps identified in each school's improvement plan, providing targeted resources, professional learning, and instructional supports necessary to improve student achievement. Once approved, the school plans will be published on the division and the school website.
The division will monitor the use of the TSI funds to ensure expenditures are aligned to the approved school support plans and the selected evidence-based interventions. And so tonight, we are requesting your approval to move forward so we can implement these supports without delay and ensure that schools
have timely access to the resources needed for improvement. Does anybody have any questions? All right. Um I would love to hear a motion to approve this. We are taking action and we have written out um the motion. You'd like to follow that? >> So moved.
>> Second. >> Okay. >> All in favor? Yes. Miss Bryant, Mr. Meyer. All right. All in favor, please say yes. >> Yes. >> Any opposed? >> All right. Thank you, Miss W. >> Thank you.
All right. Our next um item on our agenda is the presentation of the superintendent's recommended uh changes to fiscal year 27 2027 budget. Dr. Gurley. >> All right. Good evening, Madam Chair, members of the board, and those watching
online. Uh this this evening, I will bring you an update as it relates to the fisc year 2627 um budget. Um, and this will be primarily focusing on um um on the
changes that we've made since our our last budget talk. Um, I just want to remind you of our budget priorities which you see um on this screen. Um these budget priorities were set in collaboration with
schoolboard members and various stakeholders. Um all centering on um our student outcomes. Um and these were the priorities that we used to guide our budget process.
Um we for the purposes this year for the purposes of developing our budget what we did was we made sure that we aligned those priorities to the strategic plan and you will see them listed there um under the area of increased academic
achievement and culture of safety and wellness. You see that some of those priorities do um kind of cross over. So that's why you don't see a delineation there. All right. And Miss Hoover will take us through um the revenue.
>> All right. Let's look at where the funds come from to support the school division's expenditures. Uh revenue comes primarily from three sources, federal, state, and city appropriations. And these are
reoccurring funding sources. Um the city is the predominant source at 63% of the total revenues. State makes up 20% of the revenues with revenue with federal coming in at 6%.
The local revenue that you see at 4.2% is our non-resident student tuition fees and donations that we receive for designated um programs. And then the fund balance is a one-time revenue
source and it's built up over the fiscal year from surpluses. This graph shows you the trend of the federal revenues budgeted by the school division for the last 10 years. From FY21 through 24 is the American Rescue
Plan. um the elementary school, elementary and secondary school emergency relief, better known as ARPA and ESSER. Um these were the years that we actually received these funds for the learning recovery from the pandemic.
Um for 2526, you see us starting to return to preandemic levels. Um the primary sources for our federal funds is school nutrition at 2.7 million, title
one at 1.4 million and title 6B for 1.6 million. This is a trend. This bar graph shows you the trend of our state revenues. Uh 2014 represents the high mark of state
revenue and this is the year that we received the $17 million school construction grant for CMS. Uh state funds have leveled um for 25 and 26. Fiscal year 2027 is a new biome for the
state budget. uh the state reborn rebenchmarked the local composite index also known as the locality's ability to pay CCS uh LCI peaked in the current uh bianual with a with 77.2% 2%.
Uh and then for 2027, CC uh CCS's LCI is decreasing um by 36% for 77.66%. Um this change coupled with our decrease ADM means that less funding is coming to
CCS. This uh tape uh graph shows you uh how we compare with the 134 school divisions in Virginia. Nine of these school divisions are at the maximum of 80%.
Charlesville City School ranks immediately below this group with an LCI of 77.66% 66% placing the division 10th statewide and well above the statewide average of 41.18%.
Again, a high LCI reflects a strong local ability to pay and results in a significantly lower level of state education funding relative to most divisions. This line shows you a decline in state
enrollment. Uh this information was was presented at the vast FASO conference that Dr. Gurley and I attended earlier this month. The state enrollment is a key factor in determining how much state revenue goes to education.
State enrollment peaked in FY2023, then started to modestly decline through FY25, and it's projected in FY26 uh enrollment to sharply decrease and steadily fall off in FI28.
So, how does CCS compare with the state? Well, CCS's ADM stabilized in FY 24 and 25. However, 26 September 30th fall membership had a decline of 86 students
from 4,443 in FY25 to 4,357 in FY26. And this is consistent with the state enrollment trends. Enrollment projections are a reflection of low
birth rates, population mobility, and lasting shifts in family enrollment choices following the pandemic. Projected ADM declines have a direct impact on the state revenue as funding of the SOQ is highly driven by student
membership. Enrollment trends reinforce the need for careful staffing and budget alignment, particularly as CCS continues to invest in instructional quality despite fewer students and the needs of the students.
>> Are we able to project out any enrollment impacts after reconfiguration is complete? We've been um so in terms of um the work that we've been doing with Bulford um
Dr. Eley and Miss Pal um recently attended a meeting with them and they can speak more to it. Um but one of the things that we are closely watching is what happens at fifth grade. Um, so we
were we were projecting that, you know, families love their elementary schools, so they would stay on with us. Um, but at one of our recent present principal meetings, I'm getting a little feedback. Um, at one of the principal
meetings, um, a principal shared that there are some families that are still leaving at fifth grade. So, what we think is happening or will happen for a little bit is that families who have older siblings who left and went to one
of the private schools will probably still make that choice. But some of our younger families who their first child is now going through the school, we are hopeful that they'll continue on with us. Dr. Eley and Miss Powell, did I miss
anything? Yeah, I think just that the projections in the past have included that those transitions and we don't really those transition trends and we don't really know yet, >> right? So we we're aware and expecting
some shift in that dynamic. So to the extent Walpert um they do it very um mathematically and statistically um it the effect of that um fifth grade loss that's been historic and even then the seventh grade loss similar some some
families who didn't offboard at Walker would offboard it for middle school and that's not that middle school trend is not unique to Charlottesville a lot of families make that choice in other school districts but what we will see we we scrutinized our numbers with regard to the staffing. We made sure that that
we adjusted if we thought there was any over like if if the fifth grade decline was showing too much. We we worked with that for our projections for the purpose of staffing. Um and over time it's going to correct pretty quickly just like after the boundaries change, right? And
and we'll be able our our own modeling tools and stuff will be able to, you know, do what we used to do in the past to project enrollments. But um Dr. Eley's correct. We we looked at we're on the lookout for it. We're adjusting for it when we make staffing recommendations to make sure there's not an overcorrection in the model from what
they call cohort survival rate which would pull it down from our history. >> And then the LCI going down I mean although nominally in theory is a good thing for state funding but our ADM went down more to equate in a loss of state
revenue. >> Right. our our LCI going down minimally didn't really help us at all. And then us losing enrollment doesn't help us at all either. So, >> we're definitely losing money more so
because the enrollment than the LCI. >> I just had a quick question off of that. Similarly, um just wonder if the change with the VHSL rules in 8th grade to 9th grade if that factors in at all like with our
students who might live out of district now having to attend the feeder school in 8th grade. >> It's I think it's going to definitely um families are going to have to make some choices, right? Um because
um you just can't be an outof district family and show up in ninth grade. Um I had a meeting with the um a virtual meeting with the principal from CC Charlottesville Catholic School. Um I had a meeting with her um because she
her families want to know like what's the way around that and there's no way around that. uh you know the way around it is they can start they can join us in sixth grade um you know I don't we yes we would love to take them in eighth
grade I don't I don't think that they find that um as appealing to just come at the after the child has been at a school for two years but I mean they can come at sixth grade they can come at 8th grade um yep and and some work is still being done on that um because one of the
recommendations is um They want to recommend that like it doesn't apply to JB, but that's not happening. And I don't I don't think that it's going to happen. So, families are going to have to make some choices. >> And we think the public schools are we're we're informing the public, but
their private school is also informing them. >> I the word is getting out. I mean, she reached she reached out to me. Um I mean and we have no way of contacting them but but I think that they are making them the word is getting out to those families
that this impact is going to happen to them. >> Thank you. Just along these lines, I think, you know, we need to think about, you know, are there programs or spending that we do that help keep those families in here
that again those additional students then bring in more revenue that's worth more than that spending, right? And then we get So, uh, you know, and and I think we can talk about more about those laterers, but M. Douly, I appreciate you bringing this up because it is going to
impact our overall budget numbers here. And even if like you say like our LCI is going down, if our population is going down, our enrollment is going down. Yeah, that's going to impact our overall numbers and we have an expensive elementary school system relatively, right? So, thanks.
>> I have a question. Um, so as far as the LCI goes, are there any, I guess, positives for that formula that, um, accounts for students who are pulled out from middle school but who do come back? Like do we have data that tracks like how many students have left but end up
coming back for the high school and is that does that positively impact those numbers? >> No. >> No. The the thing with the uh LCI is it's done two years in a rear. >> Okay. >> And so any of those trends would be
mute. Um the only thing about this LCI calculation is they did reach in and use the current September 30th enrollment. >> Okay. >> So, but no, >> but we do track those numbers for other purposes. >> Correct. >> Okay. So, when we talk about spending
for programs to keep those families in the division like that would be important, I guess, to think about as well. >> I think some of reconfiguration is is is how we keep people. they they leave or historically have left because of so
many steps and reconfiguration. What and those who have come long before me would speak more intelligently on this, but that's that's the step. That's the work. And I think I've I mean kudos to Dr. Gurley and his team have just offered so
many opportunities for folks to get in there and see the building and see the good work that's happening. And so I hope we'll just continue to do that and continue to, you know, have our faithful families that, you know, have have been doing this for a long time be testament
to to the work and what what we are doing. But >> yeah, >> I think just a final point on that though is like the families that we're talking about are not typically the students
that have the highest needs and end up consuming the most resources and the most dollars from the division. Um, and like the LCI is largely based on the locality's ability to pay, which is like
exactly those families that are making choices to leave. And so, um, I don't know. I think it's interesting to talk about, but it comes back to again like the state amount of funding is not as significant again as our locality's
contribution. um because we have a wealthy tax base, but this is Charlottesville, right? This this pickle is the dynamic that we exist with of having a very wealthy tax base and a high population of students with
high needs. >> That's correct. So, and and I think some like a good example um a good example like for a new school board member um to you know it's not the student who's out of district as Miss Douly said it's the student who's with us who require three
different services but the state is only paying you for one of them. Um, so that's consuming a lot of that's consuming a lot of the resources and and quite frankly like what a family spending on out of district tuition doesn't even equate. Yeah. Doesn't even
compare. >> Okay. So what does this mean for CCA CCS's budget? Um the Roman projections for September 30th reduce the statewide state statewide state aid to the school division uh school divisions by 167.4
million. We are estimating state revenue will decrease by 57,722 for us. U VRS had a rate change. to the governor's proposed budget included um
the rate changed and it decreased. Um therefore we applied the lower rates and calculating our fringe benefits and incorporated the savings into the vacancy number. You'll see in a little bit. Um the governor's uh proposed
budget has a 2% salary increase for the SOQ instructional and support positions. However, CCS's budget is in accordance with the collective bargaining agreements of 5.5% for licensed personnel and 10.5% for the support
professionals. >> Um, >> can we go back to that real quick? just related to the increases. So a licensed personnel for example if we're able to meet the CBA uh and
gets the state they'd get 7 and a half% or can that 2% be rolled into the five and a half or how are we calculating? >> So the bud so the state is uh budgeting at 2%. We can give anything over the 2%
and the 2% is included in our number. Yes. >> But that's only for SOQ. They're only giving money for SOQ funded positions. And remember from our workshop, we exceed that number um a lot.
>> Next position. >> Could we get a reminder of those? I think just maybe for new folks as well, not here, but in a followup just uh what each of them are, what what are how many SOQ funded positions versus how many we
would go above and beyond. I think would be helpful for some Thank you. Okay, moving along to the state state city's funding formula. Uh as already presented in the pi graph, um the city
is our largest source of funding. Uh this graph shows in the blue bars the city's 40% of new personal real estate property taxes designate for CCS and the red line shows what the actual annual
increase of funding was to the schools. Uh FY 23 and 24 the division received an annual increase of 4.2% of 4.2 million. uh in FY2025, the school division
received an annual increase of $7 million and this was primarily due to the LCI rate increasing substantially and the loss of state revenue in that year. Uh the current FY26 annual increase was
4.9 million and city is projecting 6 million in new revenue for 27 and the funding for for schools is to receive 1.5 million. Moving into expenditures, where does our money go?
Education is a people business and this donut shows that 73% of the FY26 budget goes to salaries and benefits and the next next largest expenditure is contractual services for maintenance and
transportation with the city. This slide shows the allocation of personnel in the school division. Majority of the personnel are instruction at 75%. Um 14% of our personnel are schoolbased
like our custodians, nutrition workers and admin texts. Uh and administration makes up 12%. And this includes our IT, finance, human resources and coordinators. uh on the um side there is a table
showing the allocation of personnel in the collective bargaining groups and I'll just footnote the administration's not in the collective bargaining but it was we need to put it in the total point of clarification here is the
principles vice principles they're considered administration or license >> they're considered part of the schoolbased services because they're actually in the schools, >> right? Okay. >> And they're and they're kind of somewhat in instruction, too. So,
>> yeah. >> So, this slide is um shows you our compensation increases for FI27. It reflects a significant investment in employee compensation along with the collective bargaining agreements balanced with the strategic savings to
manage the overall cost growth. While gross personnel cost increase and configuration and vacancy savings substantially offset this investment, the licensed personnel is a 5.5% annual
increase or 2.8 8 million. Support professionals is a 10.5% annual increase for a 1 million 1.4 million and administration is a 3% increase for 291,000.
Um the health insurance um will have a 2% employer increase for 184,000 and the savings from reconfiguration and vacancy savings is a 2.7 million. uh accounting for all these
addition and sa uh savings the total net increase in personnel costs is 1.95 million. >> Do you have a figure for what the vacancy savings portion is? My concern being like that would typically be like one-time funds
and so like what are we setting ourselves up for for the future? Next slide. And you'll see that vacancy savings has broken out at 1 4 million
and that is a culmination of VRS because the rate it went down. So it's a culmination of that. It's a culmination of budgeted positions that we budgeted but there are based on the
student enrollment numbers. So they have declined. So we remove those and then it's just the turnover in staff where we have a individual that retired or left us at a higher salary and we filled it
with a lesser salary. So feel pretty confident that it is a one-time number but it's bringing our budget down. And then we had the Walker retention bonus that we uh budgeted for last year
that we're going to apply to the savings uh for 27. Um the uh Walker reconfiguration resulted in 10 FTEES and position efficiencies generating a 1.1 million in
savings. um positions eliminated through the reconfiguration is one principal, one assistant principal, seven teachers and one guidance secretary. And importantly to remember this is a reduction in positions. This is FTEES.
This is not a loss of the talent and the personnel. Uh the division is working closely with the individuals that are affected to identify future placement opportunities where possible. I want to I want to go back to the um to
the vacancy savings um just so that I make sure because I see Miss Julie still has a pensive look on her face with the um go back to the vacancy savings. So with the vacancy savings those VRS was
baked into the budget. So those I think when you said onetime money, Miss Dulie's thinking that it wasn't something that was it you had that look like it still like it wasn't reoccurring cuz she said one time but the VRS was baked into the budget.
>> Yes, you're you're correct. I mean, but we had put in the budget a 15.6 or whatever percentage. So with the rate coming down, that means that we're going to be paying less. So that means that we would have a surplus in the budget. for
VRS. So, we're going to subtract that out and claim it a savings in the FI27 budget. >> And I guess I think every year we've had vacancy savings. I mean, I think this year less than others perhaps because
we've been able to fill more positions. Not sure how that balances out with the VRS. Last year was the first year we really uh cla uh claimed vacancy savings and again it was due to VRS because they decoupled the hybrid uh rate the defined
contribution rate from the defined benefit which actually generated a significant amount. So this is actually less um and I would say maybe next year it may be even lesser since we're
>> So the VRS reduction is resulting in a larger increase to the vacancy savings than simply unfilled positions. >> Correct. Okay. >> Correct. >> So how much is VRS? >> It's about 1,54,000. >> Okay.
Thank you. So the the projections we saw in December or I think were and in conjunction with the joint meeting with the city council was 5.5 million >> in increase 7 million. >> Yeah. 5.7 million for staff and then
another 800,000. So we've now changed it around to where we're not at 5.7 anymore. >> Correct. We're we're we're uh lowering it. Yes. >> Okay. So, we don't have 5.5 million in new personnel expenses.
>> No, it's only 1.9 right now. >> 1.9. So, what happened? How did we get a $3.6 million difference? We would go and re >> Well, we had we had more work to do after the December meeting.
>> We we needed to comb through the the Walker reconfiguration. We needed the governor's budget to uh be released so we knew what the VRS rate was. So there was a lot more work that was done after the joint meeting.
>> Okay. Thank you. >> So these figures right here offset that ask. >> Right. >> Yeah. No, I just I like these numbers, you know, again, understanding them now much better than what we saw in December because, right, the the gap is
significant or it was, you know, very concerning in December. Now, this looks much more doable. So, >> yeah, they just hadn't included these into those figures yet because they hadn't worked through that yet. >> And I would say, I mean, I know we're talking about a 10.5% collective
bargaining increase for support professionals, but we haven't voted on that contract yet. So, I think it's important for those in attendance and otherwise to know we haven't voted on that. It hasn't been brought to the board yet. So, we're looking at a number that's being presented, but we've yet to
vote on that. >> And this is recurring, right? each year >> if if the support professionals contract is ratified. Yes, that would be a three-year uh that would be an annual increase for three years.
Okay, moving into our non-discretionary uh cost which is uh largely the city maintenance and transportation contracts. Um you may recall in December's uh presentation I uh
projected average cost for maintenance and transportation. Um we'll start with maintenance. Uh I have projected a uh increase of 394,000 um over a 5-year period which was an
increase of 7.4%. Well, with the uh city giving us their new number or uh the number that was um given to them by their department, um this increase now is 232,000.
Um and this is a decrease of 162,000 from the number you saw in December. >> Does that include any of those FTE positions that we talked about asking for additional full-time drivers? That's transportation. So, this is maintenance.
>> Got ahead of myself. Thank you. >> Um, >> get ready, Miss P. >> So, now let's go to transportation. Um, transportation uh had an an average increase of 487,000
for a um increase of 10.61%. Um you will see here uh transportation uh gave us an increase of 11.7% for $538,000 which is another additional 51,000
uh we had not planned for. Uh you may recall last year we had no increases in transportation. So one side of this you could say that they're catching up. Um however um when we analyze their FY26 to
27 uh numbers they're adopted to propose there was an additional 500 and some thousand to their contractual services. Uh Miss Pal and I uh talked with Chrissy
Hamill and questioned this number and further research needed to be done. um your answer to the six positions, no, we do not believe that they're included in these numbers. Um so the caveat that I
will put on this slide is these numbers are subject to change as the city is continuing to analyze their departmental budgets. >> All right. All right. Next, um the budget request and repurpose positions. Um, so I know you you all hear me say
often that um, you know, when positions go vacated, we spend time in the u, we spend time within our office to see do we fill it? Do we fill it in the same um, do we feel it in the same manner? Um
because again um it's about making sure that it's aligned with the strategic plan and really you know how how do we use these positions to support our students. Um and so what you'll see with the first four um well the first two are
related directly to what you heard in the program of studies. Um we um in the program of studies we talked about the expansion of the health and medical sciences program and so there's currently a part-time teacher in that
role. This the request here is to make that position um to make that position whole. Um it's the same thing with the um vet tech um I'm sorry the vet science um teacher at KTE. Uh here the division
gifted specialist position. We currently have someone uh there's currently someone that's a point4 in the role um that supports the um the high school only. When Dr. Eley was brought on. Uh
what we what I did was um repurposed her um not repurposed her position but really took a look at what the pos what that position does. Um that position which was formerly held by Dr. OD had
kind of a hodgepodge of different things, student discipline, there was some weather related things in it. Um it just was not instruction. And so with um bringing on someone new to the position, it really was an opportunity to say this
position will be solely laser focused on instruction um which it is. And but what happened is that um with the gifted and in her old position which was the professional learning role, it also had
gifted in it. Um and that role now is held by um Miss Jessica Brantley. So there was a gap gifted left a gap and so what we want to do moving forward is align the gifted role to like we have u
with Jeannie like Dr. FS she's the instructional specialist for um English learners we would do the same for this position it would be the instructional specialist for gifted but it would also support the students who are um the gifted program at the high
school. So it would have um a little bit about 042 to point4 gifted work in terms of supporting the high school and then the remainder of the position would support the school division lead the division gifted plan um do the a lot of
the division responsibilities sit in PLC's. So that's what you see there. Um the next request is the um bilingual instructional assistance. There is a grant um you all may remember that um
Dr. Fouts came before us and she um that grant was called um SAS grant uh where we really did a lot of intentional work um with our to support our students who
are speaking um Dari Poshto um to really serve as um kind of the conduit between the school and the community. Um, and those positions have done some remarkable work. And here what we did was we we went back and we
analyzed like how is those how are those positions currently being used? And so there was a budget request made from Jackson Vaia and um from Tall Oaks. And so what we decided is instead of hiring two people to be solely placed at the
schools, what we would do is we would allow those positions to be split between the schools based on based on what those positions are doing. Um we do think that it would be um that it's practical for those positions to um
float between the schools to serve as a support between the community, the school um and to do some of that outreach and support work um with the school and they do push in and do some work with um some of our with our with
our learners. So that's the request for the whole position there. The positions you see with the stars, the next four positions, those are positions that we uh those are positions that we have either repurposed or um for example the
first position which is the um director of facilities operations. That position is currently being um that position is currently being filled by someone who is a eight. um we um he does a he's doing a
a great job for us, but what we need is someone who can do that position full-time. Um and we recognize um just like why our students need someone um who can do that work full-time. And so
we are going to kind of go back to a model that we previously had where it's safety and um so the safety and facilities operation. So working directly with um our school facility
staff such as um our custodial staff um being the buffer between um the school division um CCS and and the city. And so that's what you see there. But that does not require NEPTE. It just requires just
making the um just making the position whole. The um director of um of organizational support. So as I mentioned earlier with bringing on um with bringing on Dr. Eley, we created some gaps within the school division um
from Dr. OD's previous job and um her previous role the previous role was the the middle between um like me supporting the um supporting our school community um supporting families, other
constituents. Um and so this position we've we've built this position out to we've had a position that we did not fill. We want to repurpose that position. it was at a little lower grade. Um, and so that's why you see some additional monies there. The um
director of um the CHS school counseling director position is also a repurposed position. We had um this school year. We did not fill the graduation coach. Um we didn't fill the graduation coach position. And so I think it's vitally
important to the school counseling program that someone serve as a director. Um particularly in a school division of our size. Um a school of our size. I mean, when you look at most schools, um there's a school counseling director, someone um who has a strong
counseling background who understands the work of their colleagues, but can also lead them um to do that great work and support our schools. And so, we have an opportunity here with this role to um realign the work of some of the folks
who are already working within CHS. And so this position can capture that and then we can better utilize um some of our other um people. And then the LEAP teaching position um this is to add an
additional um LEAP teacher. Um you know our um folks in the LEAP program do um a phenomenal job. Um and so with the expansion of those programs we repurpose yet another position. Um and so that's
what you see here. Um and so that's our ask as it relates to um staffing >> question. >> Dr. Gley just go back to that. Sorry. Okay. I mean, you gave a very, I think,
inspirational presentation to all the staff at the start of the year about closing the achievement gap. >> Which of these positions are related to that goal? >> Oh, absolutely. All of those things. Now, now, specifically, my talk at the
beginning of the school year was about black student achievement. And so from the start at the top when we talk about health and medical sciences um you know we have a fairly recent graduate well who will tell you that you know there
probably were not a lot of options for students. Um I mean I think we all agree that there there are gaps. Um not I don't think that there's a space for all of our students and our students need to know that there are um there are
pathways. such as things in the health and medical sciences that you can do that require a degree don't require a degree degree they require certifications don't require certifications and so this starts to help students actualize that like there
are other things that I can do that can you know essentially change the trajectory of my whole family um and so that's what you see there the same thing with the vet um vet science um our gifted specialist touches every single
um student in our school division. Um and so that's to include our black students. Um we want safe facilities. Uh so I think all these positions um touch um our black students when we go back to
you know your question about the speech I gave um at the beginning of the school year. But all of these so but all of these students all these positions I'm sorry uh do touch student outcomes in somewhat miss
>> yeah I I appreciate that response and I do recognize that the achievement gap is a very multifaceted and complex issue. Um, I think what I'm kind of struggling with though is at the same time holding space for the fact that we do need to retain students. Like we don't want
students to leave because of other opportunities at other divisions or private schools. And so I think that offering those veterinary science um like classes and like the medical science courses will be helpful for that. So I mean I'm holding space for
that, but also still thinking about the literacy rates for black students. I mean, do we need more positions particularly for like literacy specialist interventionists that are doing that work before prioritizing some of these others? I don't know. I just I
feel like when we're talking about a budget that could possibly have shortfalls, like how are we holding space for that in a way that's realistic? Um, and I'm not quite sure that that's been done yet. And I'm not like I'm not trying to say that these are not all really important. I'm just
wondering, have you thought about that in that way? >> Oh, absolutely. I mean, when we talk about the um like our literacy rates, we I mean, Dr. Eley can tell you, might want to put a mic back there. She can do it. I mean, she's very intimately
involved in it, but um you know, we look at we started differentiating our staffing last school year. Um and so we saw um we saw what that did. And so that was about, you know, adding um additional reading specialists, math
specialists. Um but what I also will say is that sometimes um what we know is, you know, it's not always about adding more. Um it's about, you know, how do we ensure that the people that are in those positions have capacity and make sure
that we're getting the most um we're getting the most out of the people that we have in those positions. like are their schedules, you know, their schedules, you know, who's doing the work. Um what am I missing? >> No, I just echo what you said. I mean, a lot of the work that's, you know, going
into this year is, you know, we've got vows in fourth to 8th grade. We've got more continuing to s um send our teachers through um uh letters training those who haven't been. In fact, we've got all of our early childhood teachers doing letters together, which is, you
know, a huge um undertaking, but a really collective effort in making sure that even for our earliest learners, particularly as, you know, we move into the um early learning center next year, they're very equipped um to be able to
do that. Um, I think about um just some of the work that's going into um you know analyzing the data, digging into to where um where we are. Yeah. I don't think it's always like I echo what Dr. Gurley says. I don't think it's always
additional people. It's like what those people are doing or um how we're I mean this year a lot of effort has been made um to implement make sure each grade level starting in third grade is digging into like novels and that every kid is part of that and it's not just you know
you know for some but everybody is getting through at least one if not multiple you know books and and how do we sort of support everybody to be able to to do that um and so again I think it's like raising the rigor and there's a lot that goes with that, right? We've got to buy those books. We've got to,
you know, there's there's some costs and stuff associated with that, but it isn't always um more people right off the right off the bat. And so, um yeah. Go ahead. >> Oh, I just wanted to voice my support um
for some of this restructuring of staff. I think uh Miss Bryant, to some of your concern, I really appreciate that Dr. Eley is solely focused on instruction because I think that then allows for the accountability of the specialists and
the interventionists that we did add in previous years. um which not that anybody was acting with any mal intent but having you know like again the rig rigor the structure the oversight the accountability I think can actually happen with greater fidelity with less
on her plate and a laser focus on instruction and saying that like look forward to seeing the data supporting that work. Another personal question. We've added a lot of English language learner teachers
or ESL teachers to meet that increased population. I think the last again December presentation we started to see those numbers start to tick down. Are we repurposing an ESL teacher into another position in this proposal or are
we still maintaining that same those same levels of ESL teachers? >> No sir. um we're actually taking those positions and using them as savings towards the vacancy savings. >> So that's where some of these vacancy
savings are coming from is we're reducing the amount of ESL teachers we're >> if you going to be staffing >> budgeted a uh ESL teacher. We have budgeted three but we only needed two. So we had budgeted an extra ESL in case
our numbers went up >> for this year. And now we again we're not using that >> not go up >> right >> and we don't anticipate our numbers to go up. So we took that position back and using it as some savings.
>> Are we expecting further reductions next year and are we and further reducing it further or again this is I take it as >> I know what we heard u what we heard from um Dr. Fouts and I don't want to misspe one of the organizations is not
taking um one of our primary sources of getting new students um is not taking is it is it the RSC okay I didn't okay so yes so that's been halted and so that's where we were seeing a
large amount of our increase and it's going to continue to be um and they're going to continue not taking um families. So, I mean that will definitely impact the the ESL number. >> Yeah. I have one last follow-up question
just to go back. Um, so I guess my follow-up question to my original one would be then what data do we have to support the I guess the um upward trend for black students in their achievement in literacy and in reading
scores in particular after we started dispersing gifted education throughout like the schools for all students to have it because I'm as a student like you said recent graduate kind of it's been what's like seven years now um but I was here when we just had the Quest
program was here when the conversation was taking place for it to become gifted education more widespread. I feel like my perspective is always going to be if you don't have the basics then something extra may not be the the way to go. So then how are we seeing those numbers go up with gifted
education being dispersed across like regular instruction? >> Right. And and I think that's the that's one that we continue to tackle. Miss Brian, if I'm just being very transparent, um I think um a lot like um
Dr. Jones Lewis said last um last month, you know, just like with the reading, you know, I don't know that you because our students are receiving so many different enrichments and remediations
and interventions. They're getting so many different things from various sources. I think that's one thing that's hard to pinpoint. What part does gifted play in it? We know that it's playing a part because the gifted the gifted
specialists are pushing in. They're extending learning. Um, you know, I mean, they they really are um, you know, activating students interests who may not have had it if it were a pullout program. Um, but I think trying to
triangulate if gifted and gifted alone is like the, you know, if that's the one thing. It's definitely not the X variable. I mean, it's a variable, but I don't know if it's the thing that's, you know, helping students move forward a
percentage point or not. I think that's been one that we have definitely um struggled to triangulate like what's gifted role um like what's the data that goes along with the current gift up model >> I'd say the year that we removed that
gifted program was the pandemic year we we implemented it literally we were piloting it as as co came right >> and so I think that that data that clear data that you might be looking for is just always going to be uh mixed stuff in CO data. >> Well, yeah. Well, that makes sense. And
I mean, since this is a budget meeting, I do think it's important to discuss all of those competing interests because I mean, if we're going to be answering questions from community members who are asking how are we prioritizing things, I would need some sort of data before I would feel comfortable voting for the
expansion of such positions or, you know, bringing in the additional funds for these positions if we're not seeing it tackle achievement gap particularly because that is a part of our strategic plan and that is something that we prioritize as being a goal. Um so I appreciate >> that's the gift like the like with the
gifted. >> Yeah. And I think and and so like I said with the gifted position u the gifted position is twofold because the gifted position is currently point there's a teacher who is retiring
who was already retired um who was a point 4 um doing supporting students at the high school and you know supporting students with essays and I mean and just doing um a myriad of different things um in a point4 position.
And then the other part is the compiance pieces and and just the regular instructional work um that that would need to happen within someone's position. >> But no, thank you. I've I've written that down.
>> Thank you so much. I think if if I may, just in being um a school board member who's been able to sit in on the gifted advisory committee meetings the last couple of years. I think this is a great point and question
and something that I think comes up every single year. People would like to know just the change in in our delivery of that and and what kind of difference and how do we measure it? And I think I'll look at Dr. Ely and I think that's always been a challenge of like how we
do measure um the student outcomes and it's always a great conversation and um but I'd have to say just in in the time that I've been able to participate in that committee and listen um
what my understanding is what those gifted specialists are doing is not solely just lit you know impacting literacy I mean it's that enrichment it's the curriculum, it's the differentiation within the classrooms and making sure that everybody's in the
class and and receiving these just incredible opportunities. So, I think there is value to that. I think it would be really hard, again, I'm not a teacher, but I think it would be really hard, and this is what Dr. Eley and her team have said to to pull out exactly
what the literacy benefits are um and separate that from just being exposed to the enriched um programming and opportunities whether it's science, math, literacy and there's literacy embedded in all of that but I think that's a great question. Um but I just
wanted to respond to that a little bit. Um, so I had a question if you could just clarify for me regarding like the CHS counseling director position and the LEAP elementary. So those are repurposed positions you're adding. >> So Kurt, so
>> so let's just take the LEAP elementary. So there must be a position because these people are incredible. And so we're not adding one LEAP elementary teacher for $11,000. That's being added to >> the position. Can we repurpose >> an FTE or repurpose position?
>> We took a position that again is currently not filled and we're repurposing it to be a LEAP elementary teacher. And so a LEAP elementary teacher is going to cost us about $10,927
more than the position that we have budgeted that we're repurposing. >> Gotcha. because a whole a whole teaching FTE is 110. So if we were adding a whole teacher, it would be $111,000. >> So I don't know if this has ever been
presented, but I'd be curious to see what positions you're using that haven't been filled like I mean at at another time. Like I'd like to see um what's being repurposed or what's been sitting and hasn't been utilized for whatever
reason and is being rolled into these positions. I don't know if anybody else is interested in >> I agree >> in seeing that. >> And then I did want to comment um a little bit regarding the um the EL positions. So, I'm a little hesitant. I
would push back. Um, and I have concerns about us, like I understand that we didn't need the one position, but even if there is a little bit of a decline in some of um, our ELELLL students that we continue to repurpose some of those
positions because I think Dr. Fouch did a great presentation. And I mean, there are so many needs that these families have beyond what these folks are doing in the classroom setting that I would hate to kind of start pulling those resources
away. Um, so I would just love to have a a bigger conversation around that before that to happen. >> And this definitely is not pulling because these like the one we used here was a position that we didn't even have to utilize,
>> right? Yeah, I understand that. And I mean I guess just looking in the next year or two. I mean if there are declines that we are really having a conversation upfront about that before we decide to say oh we're going to based on enrollment and and the level of
needs. I mean, maybe they are um testing out and and don't have the acuity as far as the supports that they need in the classroom, but I I don't I personally just don't feel comfortable that I'd like to start pulling all of those supports from our kids and the families
because there's a lot of need. >> Yeah. And remember, and the thing to remember about the um the EL teaching position is that the formula changed. Um so it changed last year when we presented um so it changed based on
levels so we were already like exceeding that like leaps and bounds. Um >> yes >> so yeah >> I just want to be careful that we are not pulling supports. I think that needs to be made very clear that this was not a position and that we've given a directive to Dr. girly that the
positions need to follow the need and if the need isn't necessarily with our ELLL students then we should be repurposing those >> those positions in my opinion and then if our ELELLL population increases maybe after this administration or whenever it
might be then that the need comes back and we have another conversation but I don't I just don't want it to be you know misconstrued that we are pulling support from these >> absolutely I mean I I will be corrected. I didn't mean pulling that. It was one that was not being used. So, I admit
that. But I also don't want to slingshot it to the other extent that um you know, I mean, right now, yes, immigration is is halted. So, okay, say all of a sudden we don't need four or five of those positions for whatever reasons based on the data and then we're scrambling when
the immigration opens up again to fill it and then where are we at financially? So, I just want us to be careful and mindful of that. No, >> I have a quick question. Um, I know a lot of the schools are struggling with like social emotional issues and big
behaviors with children and so I was just curious to know I know we talked about last year about making sure that the schools have a lot of support to kind of handle um some of the issues that we are seeing. And so, um, I'm just curious to know, do we feel confident
that we have enough support, especially in our elementary schools, or is that an opportunity where we can add some more support in some of our schools that seeing an increase in that? >> Yep. So, um, and we did share this um, we did share this with you all um, maybe last year about this time, but we can
definitely u, we can definitely reshare since we have a new school board member. Um but in terms of the um manner in which we support our students through SEO work um we definitely um I mean in
terms of school when we talk about u standards of quality soq we definitely um have exceeded that number in terms of we at the school level there's a social worker andor um acl um a school mental
health professional Um, in addition to, you know, there's the school counselor. Um, so we can we can reshare we can reshare that document, but I mean there are definitely um at each school plenty of support and the number definitely
increases as you go Walker Middle and um CHS. So, if we aren't able to I'm just still thinking about my questions about the quest um or the gifted education. If we aren't able to pinpoint how gifted
education is helping with the black student achievement and the achievement gap that we've identified as prioritizing who can help us, you know, see what is what is worth the investment for that and do we need if we we can't say we need additional FTEES at the moment
because we're not able to draw those correlations and who can do it or do we need someone to do research? I think um I mean when I when I did my research based on how we got here um it seemed that overwhelmingly
this the community the Charlottesville community wanted to dismantle the previous model because it was a pullout model um where it was exclusive for white students um some of our most
privileged students Um, it's my understanding from just reading the historical documents that that the model was dismantled and to give every student an opportunity to access the program.
Um, there were no quality indicators. um when it was when it was dismantled it was every student should have an opportunity to have these experiences because it will either enrich or provide
them access. Um I do believe that qualitatively we could do all we can give you all that like what students are being exposed to. Um the level of rigor um would they receive that level of rigor um to those
types of material if they were not in the gifted program or as we have it here in Charlottesville the the universal model. Um, so I mean I definitely think that you can you can add some other data points and
we can definitely say well this student participated in this activity this um activity was assessed and we are seeing more students do better in this domain. Um but I think singularly
uh it may be difficult to give you the level of what you're looking for because when it was dismantled under a previous superintendent um and school board um there were no like this is how we will measure its
success. And so I think that's what you heard Miss Torres and um Dr. Eley can speak to it because she um she chaireds the gifted advisory that what you'll hear is that I think that's the area that they they struggle
because I mean there was little disirective when it was dismantled and I think trying to do that after the fact is the heel that we've really struggled to get across because I don't know that
you can say that gifted alone own and the amount of time students get with gifted services um is the thing that is helping students u improve. I mean and we're seeing um you know when we look at map data we're seeing improvements. So,
we know that our students to include our black students, our students are doing better um in areas, but you I I do think just very transparently that um to say it's gifted um when there were like no
quality indicators given, no like this is how we will measure it success. Um it was we're going to dismantle it. Every student gets to be in gifted. And I get it. I mean, I definitely get it. I mean, I've worked in places where it's just pull out. Um, and I know who's getting pulled out.
>> But if I can't say that gifted is responsible for making those shifts within black student achievement and particularly in reading and literacy, then what again the response was we may not need additional positions for that. But if we can't pinpoint how gifted
education or any like of these things in particular are working on that, then what positions do we need to talk about funding for that? >> And and I look at and I look at Miss Bryant the um division gifted specialist position. I mean, I know we're asking
for $59,000 more, but in my eyes, I'm it's not we're not adding anything else to the gifted program because right now it's right now it's happening. It's a combination of
Dr. Eley, um, Ashley Riley, >> the leader, >> a lead, she's a she's a teacher at Greenbryer. So like it's happening in a couple of different places in terms of who's chairing, who's who's meeting with
staff, but it's just not like one person specializing in doing the work. So this is taking all this taking those things from those folks and giving it to one person who will still have teaching responsibilities. So yes, it is I mean
it it is an ask because it's there but I mean in practice we're we're not adding anything to the program because these pe like several people are doing are making it happen and actually two two people are kind of two teachers are kind of doing the work.
>> I can I can add a little more to that if that's okay. >> Speak to >> um I would I would just say that to echo what god Dr. Gurley said. Yeah, somebody will will have to do the lead work. Somebody will have to do the compliance pieces. Somebody will have to do the
state reporting. Someone will have to do um leading the program meetings with the teacher. and and what has been happening you know when I when I was the PL coordinator th those responsibilities were attached to that job not necessar it was just you know that
was another another task another set of duties that was attached much like you know we have some positions that have a variety of of sort of arenas in which to be to be um working prior to that it was attached to ESL and so it was it was a a
leader basically responsible for multiple very different things. And so this is a way to honestly probably have a better idea and to have like the ability to be in the spaces where that
instruction is happening to collaborate more with the teachers. if you have somebody who's able to be dedicated to that while also filling an existing position that is a point 4 um at the high school as that teacher that that
already exists. So somebody will be doing that. And I think you know what we have have seen um you know we have we have data showing the the um that goes from you know from
I think 2020 or 2021 to to um 2024 on for instance from from AP right um that you know we had a significant increase over those years constant sort of climbing of the number of um AP tests
that our or number of students enrolled in those classes the number of um of students who took a test the number of students who took a test and got a three or higher that I can't say necessarily that's because of gifted or because of
any one thing but what I can say is you know that has happened alongside that um work there's a lot of we have survey data from teachers talking about how they've taken advantage of um the the
collaboration in PLC's with gifted resource teachers that that's a huge part of the model. Just the other week, I heard from a teacher who was able to apply the professional learning that the gifted um teachers have been undergoing
with Dr. Dubet in the planning for the novel study that all fourth graders at that school are going to engage in. So they were able to weave in these strate teaching up strategies to hold students, keep them engaged and hold a high level of expectation for students in the tier
one work that everybody was going to be getting. So had that person not been there, maybe somebody would have offered those things up. But that teacher was there advocating for the tier one, not the lesson they're going to do, but the stuff that all the other teachers are
going to do that all of these practices would be infused in that and was able to help them plan that. So again, when that comes out, however the students doing that, I'm not I I can't necessarily say, well, that was because we put those strategies in, but hopefully by doing
that, that level of rigor and the experience that all the students in those classes will have, they will be engaged in it and their outcomes will be stronger for being exposed to that rigorous um rigorous instruction. >> Dr. Dr. Gley, I remember last year we
approved a couple new FTEEs. I think that was like a reading specialist, uh, a floating specialist and and another math specialist. Again, I think to try to address some of these achievement gap, uh, I assume those positions haven't those aren't included in the vacancies.
>> Oh, no. >> Nothing. Yeah, the positions the positions you see here that we've repurposed are like um coordinator um I mean nothing that's touching like directly touching children. So like these are not like teaching positions,
>> right? I mean I just remember getting to this topic of achievement gap. Those were I think some of the ideas we had last year that he brought to us that we approved that were again trying to address that that again that need >> through differentiation and
>> right we have I think we have a lot of programs that do a lot of different things and and it's not just and we need to do a lot of different things not just look at the achievement gap although that is an important one. Thank you. >> Yeah I think ultimately my question was and I don't know if it's clear because what I'm I never question the value of
gifted education. I mean like I no but like I I get what you're saying and I get why it's important and what I'm saying is even just now we talked about how many students are taking AP tests and what I'm trying to get us to understand or what I'm trying to clearly communicate is the last time we were sitting in this room with the city for
the joint budget work session I was on the community side um and a community member literally said like there are questions about how these funds are being used when black students are continuing to not even be able to read on grade level and I'm not hearing
anything addressing that. Like we're talking about AP tests, but then I would need to know how many black students are taking AP tests, how many black students are getting college credit for these AP tests. Like that's there just seems to be a big gap in between what I'm talking about and what's actually being
discussed here. And so I was trying to bridge that gap by saying, do we need a veterinary science teacher or do we need additional money for gifted education or do we need more money for specialists who are doing literacy? Like because it's a budget conversation and we have
to make decisions. So like what are we prioritizing more in this moment? What is the need? That is a question that I've been basically trying to get to. I guess six rounds of questions. >> No, I think you've been really clear. I mean, I think we've I think a lot of the
things that you're asking in terms of like in terms of and maybe the budget presentation needs to change, but I mean, I think we've definitely addressed it through a lot of the instructional um instructional presentations that we've already that we've already done in terms
of like you to Dr. Eisley's point, like this is what good tier one instruction looks like. this is how we are supporting te this is how we're supporting teachers this is what our outcomes data look like um and so yeah I
mean I think it's noted I think yes I mean we did have those questions but I think that those things we've like had a lot of discussion about and we've continued to show like this is how we continue to align our priorities and and
I think where we are now is that It's it's not that we need to add one more position um because it's not always adding the position. It's it like making sure that people have the capacity, have the resources.
>> And so it for the purpose of the budget, if we don't need to add another person or another like FT or whatever, then maybe we need to add additional like we need to put more money into those instructional tools for those students to be able to get the proper instruction
that they need. And so that's what I'm hoping that we're going to come back hopefully in the future at a near meeting to talk about like I do want some of those numbers. I do want to know how many black students are taking AP tests and getting college credit. I do want to know um what have those changes
looked like since gifted education has been dispersed throughout all students. I mean, we need to be able I think every time one thing that I'm like from watching the board meetings participating is that I feel like there's a lot of questions every time I walk away and I'm like, "Oh, maybe there will be follow-up on these things." But
if we're going to be asking the city for these funds and we're going to develop a budget, we need to have some of these um data points in my opinion. Okay, so to recap our presentation, this slide
summarizes our budget changes. Um, we're losing $57,722 in state revenue. Um, as far as expenditures, uh, compensation will increase, uh, 1.95
million reflecting our budget priority and commitment to the collective bargaining agreements. Uh, student needs and improvements will increase by 351,000 to support instruction and operational
effectiveness. and the non-discretionary contracts with the city uh will increase by 770,000 covering the maintenance and transportation. So with all that said um the city the
city the school division is requesting 3.13 million from the city. This is a 3.27 million less than the anticipated figure presented to the city council at the December meeting.
Go ahead. >> Yeah. So, can we go back to the next slide because uh I previewed I think some things and and I remember in my one-on- ones with your 212s with you, Dr. Early we talked about and I've heard other of our members mention after
school activities, additional after school activities, athletics at the middle school for example, coaches, soccer, cricket, I mean you name it, clubs, um the need for more field trips, etc.
Where in this number here is additional funds for those things? So many of those things um and I know that conversation was largely held um around the middle school. Um many of those things are already budgeted. Um there were um
there's spaces that currently exist within the budget um to fund many of those things. I know that um in terms of and and the cost are and the cost for many of those things were very u minimal. I know that the school is
interested in like inter murals u various clubs at the school. Some a lot of some of those clubs are starting now. Um that came up during our most recent meeting. So I mean a lot of them don't have anything that we need to budget
for. Um the funds already exist within the school division. >> Okay. So and I bring that up because those are I would say kind of high-profile but lowcost things. again getting to how do we attract and or keep some of
these students for these middle schools. I mean I I the example I'm going to give is my daughter's been invited for example to do a girls in engineering math camp but at tandem school but it's being organized through the elementary school. So, love that the gifted
teachers helping organize all this, but my daughter's going to be going to get a more enrichment kind of activity, after school activity at the private school. And guess what that private school is doing? It is marketing and basically trying to steal our students.
And my question goes is like, well, you know, if it's not budget and I guess somebody to organize these things, why aren't we not doing those things at CMS and or at our own elementary schools and or at our own high school? I know our high school I think does a lot of great things and bacon and and other things and again we have also have a lot of
needs that basic needs we need to met but these extra things that I think all students should be participating in uh especially when you think about sports sorry like there's a lot of sports at the middle school that unfortunately are club related and very expensive and for an equity issue that a lot of students
aren't able to engage in because they don't have tra you know transportation or the thousands of dollars to participate that we need to provide. So, but I'm not seeing us get these things done. So, I guess again if it's not budget, I want to and this might not be the conversation for here, but from my
hearing you there's resources. You know, my expectation is that we're going to be seeing these things implemented. And I'm not going to hear that there's not money when the parents at the PTO meeting say we want, you know, to do a field trip and oh well, we ran out of money. There's only so much money this one
school year. >> I mean, the field >> there's always going to be limitations. I mean the the field trip conversation comes up but I mean we've provided for you. I mean we provided the document about the field trip experiences. Every student has access to those field trips.
I mean I think a lot of times what happens is people want to well not a lot of times sometimes what happens people want to do field trips that are not on the sheet like it wasn't planned for. And so I mean I think some
better planning would need to happen like if you want to take this trip that is far outside you know way outside of Charlottesville. I mean but those are the types of things that like we plan for but I mean people I mean I generally
hear people like the experiences that we have on that sheet. Um >> yeah but no I would say there are those are appreciated. I think we want more and and if it's $100,000 extra that we need to be able to do that so that again we can provide those additional field trips or additional teams. I just want
to make sure that money is there and I don't hear that >> financial resources are the issue. >> I think I would push back on it just a little bit Mr. Meyer that I mean I think the you know it's two things right we're having two conversations. We're having um an achievement gap conversation and
we're having more time outside of the classroom. Um and yes, the time outside of the classroom can enrich the learning inside of the classroom. Absolutely. Um so there there's a lot of value in in the field trips. So I want to make sure
that I'm very clear about that. But in some instances, we have students who are spending a lot of time outside of the classroom. And so if we're talking about um because often what I get, so I'm going be make sure that I'm being very
clear. Often what I get is that I will hear people who are advocating more for their student because my student doesn't need this um which is more time with the specialist. And so what we what our job
what we're tasked with doing in this room is how do we bring balance to that? Because if we if I fold every time people want to spend be you know three days outside of the classroom that I
have to think about where where are my most vulnerable struggling learners where are they getting what they need because it's not always more time outside of the classroom. So we that's why we came up
with like the field trips um like the what's standard because or what's available because we try to make sure that we're linking it directly to the standards um that it's appropriate that when students are spending time outside of the classroom that this is how it's
reinforcing what's what they're learning. And so the conversations that I get they're not always that. It's like a it's the feel-good outside, but I mean I don't know what the direct correlation with is what's happening in the
classroom. So, >> well, thank you for for sharing that. I think it that was helpful in my mind, right? And I would agree with you that we shouldn't just be going outside the classroom just to have an experience of the classroom. It should be linked to some kind of educational result. Uh
that's field trips during the classroom. And we also can do field trips outside of the the classroom day, right? And again, and I think this the other thing I think again I'm trying to to point or drill home here though. So I just hope again that there is adequate resources to provide those activities. Again,
thank you. >> I've appreciated Oh, sorry. Go ahead. Yeah, I do think as we're looking at these numbers, we're talking about like 60,000 for gifted and a total of $351,000 for these positions that were
repurposing and rebudgeting and reconfiguring and all those words. Um, but what we're not talking about is the collective bargaining increases. The these are significant amount of numbers
of of dollars that we are also going to need to see some return on that investment by giving handsome salaries and increasing monies to both our support positions and our
licensed personnel. Two previous speakers points at our last budget meeting. We're continuing to give money, give money, give money. We've we need to see the result in that, too. And just as we're looking at where
the bulk of this ask is, the bulk of the ask is paying our professionals to do the work that they love to do and we want them to do and they're they're great at. Um, and so I just don't want us to get lost in like some of those
smaller numbers of like but also we need to retain and attract and keep like the really talented pool of people that we have um by navigating this budget as well and hopefully honoring that. Um, we
want to honor that. It's a contract that we were very happy to approve and I just hope we can can do that um in a way that honors their work. So just my thought. Yeah, we definitely need to, like you
said, retain um staff and at the same time like I also would love to see data around the demographics of students who are leaving for the middle school because I think it's been increasingly diversifying like we're seeing more black students actually leave and go to tandem or go to other private schools
and that brings me to the question of why? like is it because of standardized testing and having the opportunity to not have to be bound to some of those requirements or is it those more enriching opportunities with all of these federal cuts? We're seeing cuts in
programs like TRIO and I don't know if Project Discovery is still a thing um at the high school but because of that right like that's a part of the achievement gap issue too. the students who are having those wraparound opportunities that you would typically have in like elementary school and middle school, you don't have at the
high school in a traditional sense. So those community partners and programs that are usually state funded or federally funded are stepping in to take over some of that work that needs to be done. Um and so to the point of like retaining staff, like that's not extra work for teachers to do, but if it's
those programs are eliminated, then we don't have that being done. How is that contributing to students going to private schools? And to Mr. Meyer's point about um like field trips and other opportunities, I think that that's a big thing for our student, our black students in the achievement gap as well.
So like I don't know how we balance all of these things. Um, I do understand that it's a hard job and not being overly critical of it, but just asking the questions. Um, so that we have a little bit of better conversation next
time around when we're having this conversation so we know more points of data. We know why more black students are going to tandem and getting tours from our community partners in their school day. Instead of being in school, they're going to tour St. An's Bellefield or Tandem or whatever. Like,
we need to know why. And I think that that's maybe that's a community schools partnership type of conversation that needs to be had. But I mean >> and we and we and we don't like it's not like when people leave the job we don't do exit surveys.
So any other questions comments? So before we jump to that slide though, I mean if we go back and we looked at um the city funding formula and what just based on what the formula has is 1.5 million.
>> What are you scoffing at over there, Mr. Meyers? >> Well, yeah, the formula is sorry is I don't think it's something that we should be trying to follow. It doesn't capture all the increase in taxes for the city, just a portion of their tax. >> Correct. and they've been wonderful as far as meeting our needs. But I mean, if
we want to kind of close the the the conversation here, this is this is kind of based on that. Um, and then I believe what based on what Mr. Sanders said when we met with them wasn't he between one and $2 million as
far as what he felt like was freed up. So just curious um if they hold to that. What are we looking at sir? >> I mean we have to come back to we have to come back to the table and I mean
something something won't make it through. We we will have to revise this budget. I mean, I think we've heard several people say and highlight student outcomes, right? and really needing to
look at um I mean I think you've done a nice job in presenting the positions that you feel are necessary or the additional you know to make them whole or to be able to realign um
tasks for a certain person in a certain building. um and knowing that those people on, you know, on the ground do impact student outcome. Um but I've often wondered too like is
there something we're missing? Um whether it's curriculum, and I'm not saying we change curriculum, but I'm just saying other types of things that wouldn't actually make a make a difference. and I I don't have the answer to it, but I always feel like,
you know, it never makes it to this slide, so to speak. So, I mean, I just kind of have that question, but I I know we're in kind of a tough spot moving forward. This is our uh budget calendar um for
the remainder of our sessions. So, we h we have our next um meeting on February 5th. Um we have a joint budget work session on Monday, February 9th. And that's where I don't know, maybe you all get a little bit as
far as refined numbers from the city. Sometimes we hear that there's some changes in um the maintenance and non-discretionary numbers by that point. Um, but that's kind of where where we're presenting a
more refined budget to them. >> Yeah. I mean, and it will be it'll be a lot of this. I mean, if there's something different, um, you'll see that on the 5th, but then by the time we have that joint work session, I mean,
this pres this presentation will look different than the one that they heard back in December. Um, so it looked different then, but hopefully between now and then we will know more information from the city. So
have a more positive outlook, but right now it doesn't. >> Okay. And then the Thursday, February 12th, that was kind of a hold if we needed that, which we very very well may likely need that, but that's what that is to come back. Um and then special
school board meeting on the 19th and then March 3rd is when we would be presenting our final balanced budget at city council. >> Yeah. >> Correct. >> Didn't mean to jump in there if that was your slide.
>> No. >> Any other questions? Budget stuff. >> Okay. Well, thank you both. and everybody. >> Thank you all >> who contributed to that. Yeah, thank you for questions. Um,
moving to the next item and I didn't know if if the board would would wonder and I don't know I know we have at least two folks and I unless you would like to make comment on our school board member committee assignments. If um you have to
go, you would like to. Okay. All right. So, we are So, where we're at here is and I had um asked Miss Stacker, this was the schoolboard committee assignment
um that includes Dom, Mr. Morris on here. So typically um what has happened is that we so we had one school board member stepping down and we would um
add Miss Bryant's name into those spots where where Mr. Morris stepped out. This is a period of of kind of discussion. And so in the packet um that you all have received there was kind of some revisions that were made. there was um
some of that had started a little while ago, but just looking at um assignments. I think there were some additions of maybe adding um a second person to some of these committees. Again, just wanted
to reiterate that um this is the time to talk about it if we need to switch or if somebody's unhappy with a committee or can't make it to committees. I think it is important um that you're able to
represent the school division um based on these committee assignments and and if you can't there's always the opportunity to reach out to the alternate if there's an alternate and uh Miss Thacker um if if there's a a circumstance where just like one meeting
you can't make it but if you really want to switch then now is the time to look at that. Um, I do want to acknowledge Miss Douly, your email and your your position that you took on on re-evaluating some of these committees and the purpose. Um we did Miss Burns
and I did um look at that as well and tried to get some information just historically about why some of these committees and because they've been on there a long time but where the they originated from and then we looked at who else um attends those whether and
some of those um the school f not the school finance but one of the um ones that I think Miss Cooper is on. There is a board member from Albam Marl and some some things like that that we >> did that person ever attend that meeting
when I was on that group before you >> the Al County School Board person that's on the >> No. >> Yeah. >> So, I don't know necessarily right now. I mean, unless you feel like we really want to make a decision and remove some
of these, but I I would love more than anything to have people take a look at the updated and have conversations about whether or not you do or you don't want to be on that committee. um based on the updated again it's just a draft and um
we just need to kind of finalize that and and take action on it and we can switch you know and and just take action and vote on it as a consent agenda item even mid year if we needed to make changes and if people wanted to swap up.
>> Go ahead Miss Burns. So chair, I wonder if we for just efficiency purposes, can we just go one by one with the draft and say, okay, C CIP. >> Sure. >> Mr. Meyer, Miss Torres. >> Absolutely. >> Are you both? >> Yeah.
>> Yep. Okay. So CIP, I mean, I'd like to stay on. I know Mr. Meyer. This is his passion. So um I don't think he's >> It would be really sad to see it. >> I recognize that chair. whole the whole city would be sad.
>> I don't I guess um I'm the one that brought some questions in reference to the draft. Um, I had questions because um, in reference to I know that it was one draft that I saw that um, some things that came off that was that I was
a part of and then it was things put back on and so I was questioning um, like some of the shift um, and if there were opportunities to move people around or if it was something that
someone else was interested in engaging in. How did that conversation happen? Um because when I looked it was like I was added to some things, taken off some things. And so one of the questions that I had is like what was that process? And
like did you know folks um whether it was the chair or the vice chair have those conversations before moving or shifting people around to making sure that they were um okay with the with the move or the shift. Um and so um if everybody has looked at it, I don't
think we need to go one by one. But if somebody is not okay with serving on um a committee or they would like to change because the mini committee that they did serve on doesn't fit their schedule, I guess we can just say that. But um I was
more so asking the question in reference to um I see that my name was taken off then added back and then shift and added to um a new committee and I just wanted to know about the process of how those changes came about without having
conversations with the actual board member. So I think some of that started before um we switched um roles. So I can't speak to how some of those changes were initiated. I don't know if you wanted to >> Yeah, I mean I think you guys know my
position on why a lot of them were taken off was um they don't align with what our schoolboard policy is for committee participation. Um, and so that was um something that Miss Burns and I talked
through at a meeting with Dr. Gurley. Um, and then did try to kind of resort where people might fit knowing that this was going to come back to be voted on as a discussion item and then action item. Um, I think I did reach out to you very
casually um about whether one of the new assignments fit with your schedule. Um but no, we did not have any extensive conversations. Um did try to think about what we knew about people's schedules and ability to make meetings and where
they um fit and then also just interest um what board members had expressed um interest in. Um I do have to go and get my child. Um I'm fine with um the committee assignments that I am on. I'm
happy to swap if people want to with the exception of PREP. Um, and I would have a hard time though voting to approve this with the two that I referenced um remaining on it. >> And again, which ones were those,
please? >> And Mr. Mr. you've been on that and I know Dom served with you. Can you say anything about that? >> Uh, regarding the scholarship scholarship program, uh, there is a a city councelor on it and I believe
they're on it because they provided the original uh, seed money for the endowment. I do not know, sorry, my history of Charlottville City Schools, but I do not think we made a contribution to the initial uh, endowment amount there for them.
Obviously, I think The reason why we sit on that is to ensure the and help with the collaboration of selection of students which the majority of them come from CHS uh and and our community. Uh and um
you know I will say it is going through a bit of a transition at the moment. Um does it need two of us? Probably not. Uh it could probably be done by one person and then I would I mean, I kind of agree with Emily's
rationale of, you know, is it a kind of a nonprofit, but I'm also sitting on the joint PTO kind of committee with them and helping those parents on that too, which is a similar type of, you know, providing funding to our district and our our students in different way.
>> But you're doing that in your own capacity. >> I'm doing that in my own capacity, you know, however, I am also a school board member. So, you know, there uh but it's not recognized here, which is fine and I don't think we need that for example, but I'm just drawing some getting to
Emily's point and on this and Miss Bryant, I don't know if that's of interest to yours. Happy to have it on there, but right, it is going through a bit of transition and and I think is a benefit to our students and at least for another year probably could should use uh some schoolboard member
participation. Yeah, since I was appointed to that or up for discussion of course, but according to the draft, I also think we should have a school board member on that if historically that's been the case. Um, students from our division are
getting money and I would love to have us represented at the table, especially because Alamar County, their students are able to get scholarships through that program as well. So I think there should be a balance and I would like to be a part of it. >> Right. Thank you. Miss Cooper, can you
share a little bit about the PEF? >> Sure. Um sort of like what Chris just said, I I serve on their board um outside of school board. So if you want to take it off the committee, it's something that I do in my personal time.
Um so it doesn't actually need to be on the committee. But I guess my concern it was put on take took taken off and put back on. So I just kind of wanted to know the context of that and why that happened. >> And who else is at the table there in that? >> Um it's actually a staff person from
Charlottesville City Schools. Um was it Miss Brand? >> Is Miss Bart? Is it Miss Bart? >> Yeah, >> I think it's M. >> Yeah. >> Miss who? No, it's um it's um it's whoever the PO it it used to be whoever
the PO coordinator uh whoever the PO coordinator was. >> So it is a staff person. >> I think it's I think it changed >> like probably me support teachers in the classroom. >> Yeah. Miss Park. I know when I first and then now Jessica >> Yeah. >> Yeah. Jessica Brand.
>> Jessica Brown. >> Okay. All right. Well, thank you both for that. Um, I'd say reach out if if you have any other thoughts about those. Um, and then looking through just the list real quickly. Does anybody have any concerns or anything that you'd like to
be okay? All right. You good with everything else? >> Miss Burns, you okay? >> All right. Miss Burns, the on the VSBA delegate alternate role. Uh, I thought you did a
great job being alternate last year. >> I don't >> alternate. Don't worry about it. Unless I'm sick or I >> Right. You're okay. Yeah. All right. >> So, we can chat. Um,
>> alien ship or something. Um, you'd have to step in. Um, all right. So I think unless you have other concerns, I think just reach out and we you can talk amongst yourselves as far as like, hey, I'm on this committee, want to swap, but I think the important thing is if you
can't make it, reach out. Let let the clerk know or you know, if we need to swap something around, we're happy to do that. >> I believe Mr. Meyer and I have already >> swapped >> swapped. So, um, Miss Thacker, if the record could reflect that, I will take
on the VSBA delegate alternate from Mr. Meyer in the proposed draft. >> Okay. Thank you. >> All right. So, just look look over it again and if there's any changes, just reach out to us and then we can let Miss Stacker know.
All right. We good with that? >> Yep. >> All right. Thank you everybody. Hey. Um, we are now comments from our community. So, we we have um two community members here behind us. Is there a mic back there that we want to
So, if you will please just state your name. Um, and you've got three minutes to make your comments. We appreciate that you're here. two. >> Shannon Gill again. Um, okay. I have a few comments. Um, two
quick things. It was said that we didn't anticipate the increase in the transportation budget due to collective bargaining, but the ATU contract with this city has been in effect and published since 2024. So, I don't know why we didn't anticipate it. Um, I am
concerned about splitting our current bilingual IIA between two schools. Um, I work with the one at Jackson Via closely every day. She is busy from bell to bell. Um, the work they do is so deeply community-based and expecting them to understand and serve two school
communities and balance two schools that have the highest L numbers in the city doesn't make any sense. Um, now what I really want to talk about, uh, we've heard a lot of numbers tonight. I'd like to reframe the conversation around the people who run
our schools every day. The people who clean our schools, feed our children, greet them at the front desk, and support instruction in the classroom. CCS's website and the slide we just saw claim to be an equity-based community. What does community mean? It means
recognizing every participant, sharing common goals, and celebrating joint successes. It's really hard to be a part of a community when you have to live 45 minutes away due to the cost of living and the low salary. It's hard to be a part of a community when you have to
work two or three jobs, which most of our support professionals do. Almost half of our support professionals work an additional 16 to 20 hours a week. When we talk about increase in expenses
due to collective bargaining, what we are actually talking about is paying the people who keep our schools running a just and a fair wage. They have been historically underpaid and undervalued. CA has fought hard to make their voices
and their needs heard through the bargaining process. This is not a reward. This is about you making things right. Please remember that these are people, not just numbers, and they deserve a living wage. >> So, we're not seeing anybody online at
this point. Um, any questions, other concerns, comments? All right, I think we've reviewed um our upcoming meetings, so I'm not going to repeat that. If everybody's okay, we are going to adjourn the meeting.