place finishes um in Lincoln Douglas. As you have heard at these meetings, he has demonstrated a commitment to his student body, to our school community. uh when we first got here today, I was thanking him for his service, but I also
um told him that he's just been so thoughtful um and he's bought such a balanced approach with um our representing our students, but also your due diligence as a school board um student school board member. Um so with
that, we um we celebrate you. We thank you for your service and we do wish you well for the remainder of the school year. if you all would join me in giving him a round of applause. >> Thank you. >> Is Wouldn't it be nice in all of life if
you had somebody so capable to step in before you thank you for doing that? Uh I have the honor of moving on to another recognition for Mr. Morse. I want us to take the big picture of what Charlottesville City Schools was like four years ago when he joined the
board because there a lot has been a lot of change in that time. When he joined the board in January 2022, we were emerging from the pandemic. We had a brand new superintendent. Most students, staff, and parents could
not imagine our schools without student cell phones at the ready. We had not yet reached go on funding for the middle school. And as all of these changes rolled in, Mr. Morris was a stalwart champion for
students and for teachers. He was a thoughtful and dedicated leader. Other changes he oversaw as a schoolboard member include a new strategic plan, our assumption of the ownership of KEK, and an expansion of career and uh
technical education. just more generally too. Then there was the roller coaster ride that not only ended with the acquisition of Oak Lawn, but it brought us a real vision for how our facilities could better use serve our students.
I could go on, but I will just say what I really remember and appreciate is Mr. Morse's commitment to the students we are not yet serving well and his constant reminders to all of us to
really center student voice in our thinking and in our decision-making. So thank you. I hope you will all join me in just extending appreciation to him for his service on the board. >> Thank you. Um and board members, we are going to gather up front and first take
a picture uh with Mr. Schwarzman uh and then we will um have one with Mr. Morris. Right. Uh, Miss Torres, if you I know you had a few words that you wanted to share. >> Yeah, thank you, Madam Chair. Um, and thank you, Miss Chuck. Um, Sully, thank
you for all that you've done. Um, wanted to just take a quick minute. Um, nothing really prepared, but I've been thinking for quite a while about what I would like to say about Mr. Morris. Um, so four plus years ago, um, my, you know, you were, you were
quiet, you continued to be quiet. Um, but anytime you spoke, I was in awe of, of what you shared, your perspective. um without sound I don't know how this sounds but almost spiritual at times. I
mean it always hit my heart. So I appreciate you. I appreciate your perspective um on on anything and everything that that you shared with us and for us and for the school division. Um, any time that we had had and have
had the time to work together, anytime that I was able to reach out to you to get your input or your thoughts on things, I was just always wowed. Um, and so I appreciate you and have learned a lot from you and I hope you will continue and stay in touch with us and
continue to drop your knowledge and wisdom. Um, because I I needed it and I just wanted to say thank you. Thank you very much for your words. Um, I greatly appreciate just the opportunity to serve with you all, but
also to serve with our former board members, James Bryant Lashundra, um, Bryson Morsburgger, um, Sherry Craft, and and Jennifer McKver, excuse me. Um, I just really appreciate the opportunity
to be here. Um, even though Miss Chuck, you know, announced all those wonderful things that happened during my term is definitely out of my hands. Um, just one voice and a small process. Um, just thank you for the administrative staff and Dr. Gurley for all the work that
you've done during this time. Thank you. >> Thank you. You still get to go through one last meeting here before you're completely done. >> Yeah, let's get to work. So yes, we will uh move to where are we at? Um comments from members of the
community. So any students who are present wishing to give comment, please step on up. All right, seeing none, uh we'll move to adult members in the media center who wish to give comment.
Miss Horn, come on down. You'll say your name and limit your comments to three minutes. Hi, I'm Jen Horn. Um, hello and thank you. Uh, especially thank you, Mr. Morris.
This is a quick build on my last appearance here and the letter that I sent regarding making standardsbased grading optional in the humanities. Thank you to all of you who have responded. Yesterday, I attended the VDOE
performance-based assessment online session. Thank you to whoever sent out that invite. During the session, the argument was made for innovative assessments that are authentic, projectbased, and about application of knowledge rather than
recall. And that focus on Virginia's five C's: critical thinking, creative thinking, communication, collaboration, and citizenship skills. The VDOE representative acknowledged that this is the way that Virginia is headed.
When as a part of the session, we spoke of how performance or project-based learning and assessment employs a multitude of standards, sometimes crosscurricularly at the same time. In
one of my chats, we talked about how this is antithetical to standardsbased grading. that rather than being driven by individual standards, teaching and learning would be driven by standardsrich projects.
Pulling a quote from my chat, SBG dilutes and hamstrings the authentic nature of multifaceted dynamic assessments. Way back in the day when I started teaching, my department chair said,
"Look over the standards, know them well." then put them in a drawer and teach your students how to own literature, how to become great writers, how to do honest research before the SOS. Check back in with the
standards and if you have done your job, you will have covered them. I have looked at the testing data from those times and it is no worse than our current data. It's actually better. I've also done more snooping about SVG in
schools nationwide and it is most often optional in the humanities. Please reconsider the full mandate and consider making it optional for the humanities here. Thank you so much. >> Thank you, Miss Horn. Any other members
in the media center wishing to give comment? All right. Anybody in the Zoom room wishing to give comment? Please raise your hand and you'll be promoted as speaker. All right, seeing none, uh we will move on uh to Mr. Schwarzman for your student
uh representative report. >> Hello every of the year where everybody is breakable and but before I get into the main issue that I focus on during my last meeting there are just two things that first a
couple weeks ago we had our diversity and it was an amazing student from all backgrounds got together to enjoy the culture that we share at the school and educated by the cultures that the entire week of all
mornings. It was truly a wonderful time. You did a stellar job whatso so much for considering my advice throughout the last month and I'd also like to give a huge special
so much tr I feel like it's appropriate to summarize what I found of the first ever And that now the current system isn't and hasn't
as many or nearly as well and teachers alike which leaves them desperate for some of its decided that will not change and reaction on one hand want to believe that all the
issues have to address But on the other hand, many are extremely concerned about different people are confused by non. And although this anxiety So that being said don't stop educating people about this
program if SRO are going to become a permanent part or all of are comforting people for people to hear and the reasons why are needed are real. So moving forward that distributed to the students regularly.
The board has done a pretty good job so far of uh distributing information, but the flow of information should never stop. Not next year, not the year after, and not 10 years. And my second piece of advice is don't be afraid to change.
Even get rid of the program that it's not working. Up until next month, the board should request are doing without the board just as quickly. I have full confidence in this amazing group of people to handle this moving
forward. We just need to remember to keep this body at the heart of all decisions. And once again, thank you all for an amazing extremely educational. Thank you.
>> Thank you, Mr. Schwarzman, as always for your comments. Um, next up, we need to adopt our consent agenda. Is there a motion to do so? >> So, moved. Is there a second? >> A second. Any discussion?
>> Go ahead. >> Yeah, chair. Uh, in the consent agenda, there's a policy change uh related to home instruction. Uh, I'm interested in this uh for a number of different reasons and and the policy
change, I think, is more around some disclosure items, but I did have a just quick question uh for Dr. early around you know are we obviously we're following the policy. >> Yes, you you had a question related so
annually and Miss Raznik can um she can give you specifics but annually homeschool parents are required to um show that their children have demonstrated progress um annually. So when they go to at the completion of the year, so a lot of times we get it at the
end of the year, sometimes we're getting it over the summer and even before the beginning, but before they can move on to the um next school year, they have to present um the data that they that the student is making um adequate progress on homeschool. Is that correct?
>> That's correct. >> Okay. And so we are collecting that and before we certify them or you know give them permission whatever to do it again they have to provide us some kind of is this the equivalent of an so test? >> No >> no we get a range of things. So some
families have their children assessed by a private provider. Some families provide the like end of curriculum assessments for the homeschool curriculum that they've purchased. So there's a range of things that can be provided, but the expectation is and families get letters and communication
from um Miss Parish and Mr. Frell if they don't. >> Okay. So if you homeschool your children, you can have a way different set of >> Yeah. >> ways to show it. But for our progress of our students, we basically only use the SOS.
>> Yes. I mean the um the requirement is that the parent have a high school diploma. Um they must have um they must demonstrate that they're using a curriculum. So they're not required to follow the Virginia standards of
learning. Um and so as Miss Raznik said, I mean there's a range of um tools that they use to provide home instruction. And the requirement, the last requirement is that they just provide the documentation which we keep on file
that they must provide that annually that the child is um being assessed and making progress. >> Thank you. Just had some more questions about that policy and yeah, your your answers speak for themselves. Thank you. >> Thank you. >> All right, we have a motion and a second
to um adopt our consent agenda. All in favor say I. I. >> Any opposed? All right, thank you. Um, next up we will move on to our first uh discussion item which is Miss Paling our capital
improvement update. >> Good evening, Madam Chair, members of the board, Dr. Gurley. Pleased to have with us this evening our colleagues from city facilities development, which is now city capital development, and also public works, Mr. from Michael Goddard, who's deputy director for public works, and Stuart Harding. Most of this
presentation will be coming from him, but I'll be available for questions. >> Good evening, school board, Dr. Gurley. Uh, feels like a week ago I was here doing this, but it was a year ago, so this is uh time starting to fly. Uh, first before I get into it, I'd like to
formally introduce Stuart Harding. Uh, he's a senior project manager with Capital Development. uh he has taken over all of the projects that I was managing including the middle school and he's also now taken over the school's portfolio. Um so you'll probably be
seeing a lot more of him and maybe a little less of me going forward but uh just wanted to make sure that I uh introduced him and he'll probably he's the one who actually knows things. So if you have serious questions he'll I'll look to him.
All right. Um give you an update on where we're at with the CIP. Um, we'll go through a quick rundown of uh projects that we are working on now and have completed and then give you a little bit of a look ahead to what we're planning. Go ahead through this. That's too dense.
All right, there we go. All right, we'll start off with the middle school. We've been talking about this one for a very long time. Um, let's go ahead and click through the next slide for this one. Uh, and maybe one more. Uh this is a big big project we're working on right now. I
think everybody's pretty aware of it and it's going along very nicely. As I said, Stuart's uh managing this project and doing a really good job of it. Um we have nothing negative or difficult to report. Um the first major building is
complete and occupied. Uh and then we're doing a renovation. It was always a construction renovation project. So we're renovating some of the existing uh Buford buildings for lack of a better term. Uh and that is going to be finished up this summer. It's on
schedule and on budget. Uh so as of next school year, you all will be able to fully occupy this building. Um and I do think it's worth a visit to anybody who in the public who hasn't seen it. Um it is a really raises the bar for
Charlottesville schools. So we're very proud of it. Go ahead. And we can click through these. These are just images of the status of the school. Um you can see it coming out of the ground
here and kind of where it's at now. So um this is the interior that they're this is the building they gutted that they're doing a complete renovation of. So this will as as well as possible match the uh the other volume when we're
done. Um, okay, one more. Thank you. Uh, this is the early childhood learning center. I think last time I was here we called it the prek center or something like that, but it's taken on a little bit more of a life.
Um, this project was planned on the Walker campus, uh, and still maybe is, but we're in a little bit of an interesting moment with this one. Um, so the plan was to take on all of the prek uh students into one central location
and the idea was that we would put it on the Walker campus. Um, and we had this nice tiered design that you see here and uh, you know, that's still a possibility, but we'll click through to the next slide. Um, so an interesting development for
anybody who hasn't been following along. Uh we're currently working with the university uh on the turnover of the Oaklan property which uh for anybody who doesn't know is the sort of wooded property on the corner of uh the middle
school slash um pool slashboys and girls club property. Um and inside is a a very old house that's uh historic. Um the university is interested in giving us that property.
Um there was some talk of a lease. Um the city is the city's attorney is still working with the university to work out the terms. So we don't know exactly where that's going to land, but we are excited by the opportunity and there is some strong interest in moving the uh
early learning center project to that site. So um >> I'm sorry. If if if we could could we go piece by piece and ask questions as we go through? >> Sure. Yeah. Anytime you want to stop me, feel free to. Yeah.
>> So, back to the middle school with the grates that were on the outside of the um gymnasium needing to be replaced. Is that still in the works? >> Come to the mic. >> We the contra uh the subcontractor said
they will replace those. You're talking about the vision panels. Yeah, we've got some mockup panels coming for three replacements. So, we want to see to make sure that we get it right this time. So, it's still in the work. We're going to put up three panels to make sure that they meet our expectations and then
they've honored to replace the rest of we once we >> Okay, thank you. >> Yeah, thank you. Contining on, sorry, the middle school real quick. Uh you mentioned it being delivered on time. Is it going to be delivered on budget? >> Yes.
>> Thank you very much. Congratulations. Big capital project. Not easy to do that. >> We're not there quite yet, but yeah, I think we're I think we're going to land it. It's >> all right. >> Looking good. >> Something real quick on that was uh I think the original vision was there going to be a net zero school and there
was going to be for having solar panels on the roofs. What are the plans for when that's going to happen? Do you know? >> I do not know exactly. Um you you got in early with that question. I was expecting it a little later. So, um, >> we're on the talk,
>> but it's good. It's a good question because we have good updates. So, as we've discussed, I think many times at this point, the, uh, the plan for both the middle school and this building, the high school, is to put a a pretty significant solar package on the roof.
Uh, we've been working on a PPA. Um, I'm happy to report that we have an engineering uh package back from both schools and we're not surprised that the middle school is structurally adequate, but the Charlottesville High School, we weren't so sure. But, uh, both schools
are structurally adequate for a large um a large array. And I should say that everything I'm telling you, this program is up until construction being managed by our sustainability office. So, they know a little bit more about it than I do. But um but we do have u a proposal
that we're working through. We actually have somebody on board that is planning to deliver that. So um we are making significant real progress on getting that put together. I don't know the timeline yet though. Okay. Um, Oaklan, I think I covered that
pretty well, but uh I would say this is one that we all need to just uh stay tuned because this is moving very quickly in real time. Uh the negotiations are happening right now. So, um hopefully we will come to an agreement and one of the main issues that we're working through on this is uh
it's it is a historic property. Um the house was originally uh sort of the the property of all of Fville was uh was part of a farm that this was the main house for. Um so there's a lot of
historic this and that including things like view sheds that could or could not be protected. Um we are hoping to make the site as flexible as possible for our needs. I'll just leave it at that. Um and hopefully we can site the uh early
learning center there. If not, we still have the Walker options, but it is something we're really eager to work through. Um because that's what we've heard is the direction that, uh school board and city council is interested in following. So, uh any questions about that? I can't
answer everything, but I I'll do what I can. >> Yeah. Around that, I mean, I think it's a fiveacre property or something like that >> there about. Yeah. >> About Yeah. buildable area >> setting aside all this again other constraints is
>> um I mean it's a very small house on a 5 acre property so >> in some theory it's almost 5 acres of buildable property but there's a cemetery there that has to be protected there's the house that needs to be protected as long as we can develop
viewsheds and things I think we've got kind of two bars of land that are upwards an acre each that seem to be buildable. So, um we are we've hired some folks to do some investigation for us, come up with some
strategies for how we can use the site. Um so, we'll have a little bit more information shortly on that after they do their work and after the attorney um works through the agreement and it's actually our property to deal with. And
Senator, when you say viewshed, would that impact our ability to go up? >> No, that's across the property. So, there's been conversations about a couple different viewsheds. One is from the house to the cemetery, and one is from the house down through this
historic uh garden terracing that's on the site. Um, I can say that if you went there without any sort of map or guide, you would not ever identify that garden terracing. Uh, and I think that viewshed is roughly pointed towards the prospect
market. So, I don't know that that's really a viewshed that exists in any significant way today. Um, I'm trying to be careful what I say here, but um, we're working to make the site as flexible as we can, I think, is is what
I can say on that. >> Okay, any other questions about that one? Um, thank you for that. And I personally I don't know that I as a b single board member have had a lot of
say in what or how I would weigh in on this property. So, I I am appreciative of the fact that we have this for some potential use, but I really um I sat in on one of the FIF
meetings before this even came to fruition and and listened to a lot of things that would have been concerning for me. So, I personally would love to ask and I know I think they turned over some of the inspections and those types of things that were done to the city and
to you all. I mean, I would love an opportunity to really look at that and and weigh in because my gut and I don't know a whole lot, but is like there's a lot of things that we should honor and be careful of and I'm not sure that it
it meets I don't know what what I would like to see that that space be, but I don't know how the rest of the board feels, but I just feel like I need to see more personally. So, and I don't know how or when that happens, but that's that's my perspective.
>> And I think we can do that. I mean, I think what Mr. Goddard said earlier, I mean, right now there's a cemetery in the house there. Um, and I think some of those other covenences um are what we will work through with the historical
society just to see like the flexibilities that can happen on the property. I think um after um I mean most certainly before any decisions get made but about what's going where you know we would definitely and make sure
that the school board is brought up to speed in terms of you know having a chance to review the property. I mean I mean we can make I mean right now there's nothing to make available to you because I know that they're still um they're still evaluating the space but I
think after that I mean we can definitely make those things available to you but I mean based on my walk um there's a house and a cemetery there and I mean those things definitely must be preserved and then some of the other things I think are just very dated um
things that just go back to um a very not so good time in history. >> I mean, I appreciate all of that and I agree, but I guess then in looking at what the plan is and the time frame and how much time delay there is to get to
whatever it is we want it to be um as opposed to our more pressing needs and things that we have prioritized and we have been talking about already. So, that's that's how I just kind of want to be packaged. I agree and I think a member of the board said this before and
um and I know I had this conversation with Sam and I I believe he had it he probably had it with Mike. I mean what's happening now does not is not changing the date. Um even if the even if it remains at Walker um I mean we are still
three years out. Is that correct? We're still three at this very moment, we're three years out um from when that preschool center would be open on that property, >> I believe. So, yes, >> if the Yeah, with the money being there. So, this is not impacting that timeline
yet. And based on the feedback that you all have provided, we don't um you know, our goal is not to allow this evaluating this property to continue to slow down that timeline. I would add that if you're interested in
the history of the property, uh, UVA has online an exhaustive historic um, survey of the site which is, you know, 150 pages long and is quite interesting. If you if you haven't seen it, if you're
interested in the history of the site from whatever perspective, it's very interesting and um, and well done, I would say. I'll link it and I will link it and send to you. >> I think just I'll echo Miss Torres sentiments. I live in that neighborhood.
I've spent considerable time with my neighborhood association looking at the documents you've referenced this evening um from Mitchell Matthews and the work that they've done. Um I have concerns about the property as well. um what is currently there and what we might be
able to do and I don't know as a board that we've really had a robust conversation about that. Um, we've heard iterations of what we hope could happen between Walker and between Oaklan, but I don't know as a board that we've had a
robust conversation that I think um speaks to Miss Torres's point. Um, just that we're all on the same page in the same place and understand what both properties potential could be and what that looks like in both spaces. And um
the ink isn't dry yet. Um we've been hereish before where we thought some ink was dry and it appeared not to be. And so I'm just really hopeful that we see this to
the finish line. And I think Sam and colleagues at the city are doing that work. Um so hopefully we'll see this wrapped up at the end of the year. Um, and then we can have a more robust conversation about where things go. I understand the timeline for opening is
three years, but groundbreaking needs to happen to get us to three years. So, we need to decide where we're breaking ground. Um, I think sooner rather than later. >> Yeah, it's it is important to remember that any time we spend is it's all
impactful. So um but we're happy to provide what information we can gather and uh and facilitate that conversation. Okay. Um talk about the uh Walker temporary prek outdoor play space. So
this is uh as part of our temporary condition. Uh one of the things that became clear as we were moving into Walker was with the prek uh in the temporary condition is that there was no place for them to play that was reasonable. Um anything
any play area would require very little children to make a long trek and it would take up too much time. So uh we put together this project uh to make some swing space and temporary area for them to play. Uh actually it's I I don't
think of it as temporary. I think it is a permanent play space. Um but it it is coming up quickly and uh and that's the main change to the school. Unfortunately, we don't have the time or the ability to make uh buildingwide
changes for the temporary condition. We really need to uh make it work as best we can. Uh so of course that does emphasize the need to be timely about the delivery of our uh early learning center project. But um working we're working on this project now. It's in
design. Uh we're working with VMDO Architects. Um and we're expecting this playground to be about a $650,000 project. Go to the next one. Uh Trailblazer priority improvement.
This is uh the last of our elementary level priority improvements before we either start another round or whatever uh we decide to do. Uh this project is mostly center around uh building out some uh small groupoup instruction
spaces. U you got a really flashy looking rendering there that makes it look like it's going to be a space shuttle, but uh it won't be. It'll be uh some nice small classrooms and instructional spaces kind of in the core of the school um to give them a little
more flexibility. I think one thing we're learning about modern educational spaces as opposed to some of our old buildings um is that you know with we've talked a lot of times about how we have schools of all different ages. Very few
new ones but you know more more of many different eras and uh one thing we've noticed is that the older schools are actually more easily adaptable to modern uh learning spaces because natural light was natural to them back then. and uh
they weren't as reliant on our HVAC systems to make everything work and all that. Um but one thing that they didn't seem to care a whole lot about was smaller uh instructional spaces. So this is an intervention to add some of those spaces and make uh Trailblazer operate a
little bit more like a modern uh a modern school. So this is a $ 1.4 million project and we're working on it now for uh summer construction. Green Greenbryer restrooms. Uh it has been said by uh previous school board
members that these are the worst restrooms in the uh those of you who've been around a little while will remember this. The worst. Yeah. Yeah. Where's Ned when you need them? Right. Um that this is the worst uh restrooms in the entire school system. Um they are finally
getting their remodeling. and go ahead to the next slide. We don't need to look at this much longer. Um, so in keeping with the style of restrooms that we're tending towards, um, we're doing more of an open uh open restroom, single
occupancy stalls. Um, we're finding that this model is working a lot better than the old boys room, girls room. um reports that we're hearing are that it's taken away some of the opportunity for uh behaviors that we don't appreciate and bullying and all those things that
aren't good. So, um we're pretty happy with the approach. Um and we're continuing to roll it out at the elementary level. Uh, this project is intended to be a $700,000 project and we're working with WY Wilson Architects
who are the same folks who u designed the CHS bathrooms for phase one. So, again, this is summer construction. Yeah. >> So, this is going to be in addition to a priority improvement that it sounds like for this coming
summer. >> In addition to the Trailblazer priority. >> Okay. So, this is in addition to that. Not I think something we had I know we were wanting to do it but we hadn't really contemplated yet in a budget. >> Yeah, this is a priority improvement.
>> Okay. >> Well, that was a priority improvement project. This is coming out of large cap. Yeah. So, this is from the large cap lump sum program. >> Okay. >> So, we're trying I'm working poor Steuart to death. Just trying to get so many >> I don't know. Let's let's keep on
getting more stuff funded and done. So, thank you. >> Okay. Thank you. We'll do. Um, so this is one that's happening right now. Uh, it's it's kind of small, but it's a turf field replacement. We're trying to do it really quickly and just knock it out
while you all are not really using the football field for as many things slash soccer field hockey slash everything field. Um, one cool thing about this one is that we're adding a net uh behind the field goal
post that's next to the um to the fieldhouse there. I don't know how this never became an emergency. Uh I I imagine if somebody had been hit in the head with a field goal, it would have happened faster, but um we we
noticed that there was some damage to the building that was happening from balls being kicked through. And so we finally were like, well, you know, a net would help. So we're going to put a net and also replace the turf.
>> This is happening right now. >> Right now. Yeah. >> And so we expect it to be completed by >> There's a machine out there munching up the turf >> like >> So it will be ready for the spring soccer seasons. And >> yeah, it's going to be what is how how long you think the weeks?
>> Like weeks. this three to four weeks is what I'm hearing from >> and and to pair this sorry with one more thing that we're trying to do with the fiber optics. Is that going to be done also this spring? It's been resolved but we'll be able to host like a state level
game. Okay, >> great. It was resolved and I know nothing about it. So that's good. Like that. >> Fantastic. Love it. Okay. Uh we can move on from the turf field uh summit window replacement. So um it it came to us. I
think I mentioned this project last year. This is a rolling slow kind of peacemeal project, but uh all of the windows in Summit uh are in need of replacement because they're failing prematurely uh just after their warranty period ended surprisingly. Um so Stuart
has been going through and replacing those in batches. Um phase one is complete. Uh this is a picture of those. Yes. >> Yeah, that's phase one. Um and then we're going to be you'll see on one of the later slides, we're rolling into phase two and in pieces we're going to take care of all those windows and
ultimately I think the ones at Trailblazer as well because they're all of the similar construction. Okay. CHS roof replacement. This is up here because it's finished finally. Um, after
three phases, uh, and three years of construction, our roof is finished. Uh, which is great news for all of us because we can move on to other things, uh, other roofs. Um, and now we can start rolling solar onto that roof. So,
that's good stuff. Um, it's not flashy, but I think there's one more slide for this, too. Yeah, there you go. most impressive slide in the deck is a picture of that roof. Um, so we'll uh we finished with that. Now we'll put on
some solar and move on. There we go. Kekch. Um, we just finished a solar installation on Ktech. Um, had a ribbon cutting a few weeks ago, I think it was. Time's really flying for me. Um, maybe it's been a month. Um, so we
worked with Tiger Solar uh and CMTA on our uh EPC contract to get that built. So that's kind of a design build with them. Um, cost us about $800,000 and it's out there making energy as we speak. So we're happy with that. U,
it's not as big as some of the projects we've got coming, but it is a good good project to get out there. Um, so that's been a success. Next one, please. CHS track lighting. So, uh, when we put
the track out there in 2018, was it something like that? Yeah. 2018, we put the track out there. We had always anticipated that there would be some desire for there to be lighting around the track. Uh, but unfortunately, as happened, sometimes it got value
engineered out at the last minute because we couldn't afford the lights. Uh we did however put in all the conduit and the bases for the lights in anticipation of one day being able to rustle up some money and put that out there. Uh so with a little help from our
friends at the uh I hope I don't get this wrong Black Knights Athletic Club. Yes. Um who donated some funding for this and some funds from the city as well. we were able to get those lights put out there and uh now you got
nighttime track. Uh looks like that was about $30,000. So a small thing, but I like to highlight it because it was a a good opportunity to work with some community partners. Oh, it's $350,000. Somebody put the wrong number on that. I was going to say that's very cheap for
lights. I'm shocked. I'm I'm just up here talking ro so I have no idea what I'm talking about. Okay. Uh, next one, please. CHS front office flooring. Uh, this is a good one. So, that's that's the carpet that was uh until recently up in the
office in CHS. Um, we really don't care much for carpet. Um, so we're trying to remove it where we can. Um, so we put in this new flooring. Um, Josh Bontreger from our office worked on this one and
he had all that carpet taken out. We polished up that concrete. Um, and I I'm a big fan of polished concrete because it's basically maintenance-free forever and um, no chemicals and nasty nonsense
that you have to put on your floor or will have to take up off your floor later. Um, and then we dyed this uh, Charlottesville High School emblem onto the floor. And I think it's a nice presentation. Folks in the office really like it. So, uh, slowly but surely,
we're making some good changes here at the Charlottesville High School. Um, that cost us about $90,000 and, uh, few months of our time. So, next one, please. All right. Um, that's kind of an
overview of what we've done this year and what we're working on right now. Um, we'll talk a little bit about a few things. Um, and I'm just going to run through these quickly. You can ask any questions you might have. Um, the PAC interior restoration is coming up. We're
going to have to put new seats. Um, carpeting in the PAC that connects to one that somehow got pressed into two pressed in with the track lighting down below. I don't know why that track lighting is on there because that's completed, but something went glitchy
here. Um, but we have two PAC projects. One is that one. The other is the lighting. So, we're going to replace all the uh house lighting um in the PAC. Uh we've got the preK adjustments. I think
we talked about that. There's a slide for that one, so I'll skip over it. Um Summit and Trailblazer window replacement. I talked about that a little bit. So, we're just continuing on with that program. Um, and then the next project that's not in the current uh
scope of what you've seen already is the next of our roof replacement projects. So, we've got three elementary schools coming up that need replacements. Each of those is about a million and a half dollars. Uh, the first one will be this coming summer and it's at Burnley Moran.
Um, and then I think we have I know we have is Johnson next or is it Well, we're going to do two after that, so we'll just leave it at that. Um, we're focused on the immediate future for the moment. Um, obviously the prek
center. There we go. Jackson V is the next one. And then Johnson after that. So, um, that's what we're working on right now. Obviously, we've got some big projects that are in the pipeline that are going to be multi-year. So, that's the main thrust of what we're working on and some things will come up along the way.
Um, does anyone have any questions about anything I've talked about or haven't? >> I'll call on you, Miss Torres. >> So, this may be what Mr. Myers was going to say. I don't know. Um, curious about So, we got prek center at Walker. You've
got 25 to 30 million. I noticed I think on the spreadsheet or in a previous slide it was up to 36 million, I believe. Um but also um a couple of my colleagues were able to attend in person. I believe
the um planning commission CIP meeting and I joined via Zoom. So I was just curious and not to put you on the spot but just to publicly question there really wasn't anything plugged in on the at the Oaklan um part on the CIP
spreadsheet and I believe Mr. Sanders was trying to address that a little bit. um about even other items, but I just really feel like uh I don't know where the six million increase came from. And my thoughts to Mr. Meyer when we were communicating
back and forth was I personally and I don't know if you Dr. Gurley have had a chance to have this conversation with Mr. Sanders, but feel like there should be something in both of those um both Walker and Oakan there should be some a placeholder minimally.
Um and and 36 million. I mean, we're going to spend that, right? I mean, that that would very easily cover the just the prek walker. >> Yeah, if I understand your question. >> No, >> the >> I think so. Yeah, I think that I think
that is what we intend to spend on Walker as of now. >> Obviously, time is money. So between here and when we actually bid the project, we may run into some uh additional costs we have to account for. But as far as we're
concerned, that is the budget. When we talk about the two different sites, uh we see them effectively as one project right now. So as far as our project load is concerned, we're planning on building an early
learning center. Whether it's at Walker or at Oaklan remains to be determined based on some findings and sounds like some conversation with, you know, school board and probably city council as well.
Um but we don't consider those two distinct projects yet. Now, at some point that probably happens, right? So, I I think this is a good time to mention that we at the city along with some uh
partners from school, Kim's a part of it and uh several different departments of the city are working together on a school's planning effort right now. Um we're just getting that off the ground, so there's not a whole lot to report yet. We're just kind of setting our
foundations. Um, but we're looking at sort of the whole world of schools needs. Uh, I think you you probably aware of uh James Freeze's presentation. That was I believe that was council and
school board that he presented to. So, that was kind of the setup for that. And now we're taking that down the road a little bit doing a little bit of group work to figure out what the what the needs are going forward. Um, and I would imagine that from that will come some
other needs that either Walker or Oaklan will absorb depending on where the prek center ends up. Right. Is >> I think the question answer the change from 30 the change from sorry the change from 30 to 36
million didn't really have anything to do with Oaklan coming into the picture for consideration. And I think that was a question I was hearing. That's a recognition of inflation from when the project was first conceived. And I think I just wanted to clarify that if that's what I was hearing correctly as your question. That's the the reason you've
seen that number move from 30 to 36. Very similar to the process we went through with the middle school where as we're in development, we're dealing with inflation. And so that's where the recognition of inflation is right now. Mike, was that >> No, that's that's that's right. I'm sorry. I didn't quite understand, but
that's so you'll remember when we went through the uh middle school project, basically the way that the original uh budget was developed was somebody just said, "How much money do we need for this?" And I said a number, right off the top of my head, like it's a big round something and we put it in the
budget as kind of a placeholder. And the closer we get to actually realizing that, that's when the number gets a little sharper. So I think at some point we had like 20 million for the budget, 25 million on the budget for this because somebody four years ago asked me and what's the number we should put in
the budget for this just so we kind of have a a thing to talk about somewhere in the neighborhood. Now that we're there, I think it's, you know, we're seeing fancy renderings like this and we're like, yeah, it's a 30 something million building, not 25. And I think
that conversation had always been had in the background. So it wasn't it wasn't like we developed the budget originally with that as the hard number, >> right? >> Does that answer the question? >> Yeah. No, and I appreciate that and and thank you for reminding and getting us all up to speed on that. And I guess
some of the the other concerns that I think came up during that meeting um and and we've chatted a little bit amongst miss um Dr. Gurley and and the board was just a concern of of some of the planning commissioners not really
being up to speed on on what the needs of the schools are and and having a representative. And I know we're we're working on that to have somebody that can speak more directly to what is going on in the schools and what those needs are. So, a voice as far as that, but I
was then concerned that they're looking at this spreadsheet that has a placeholder for the prek center, but nothing for Oaklan. And and they were aware of it as well, and I believe they had questions about it. And I can let my colleagues who were there speak to that
if they they feel that they need to, but I just have concerns because it's a zero at that. But I know I know we've still are trying to figure a lot of things out. Yeah, I think I obviously you all are decision makers.
I'm just delivering projects, but my my view on it is more just that those are yet to be filled in. Um I think we do need to do a lot of work to sort of establish what then for lack of a better word the master
plan, right? So I I don't want to say that because everybody thinks you're going to hire consultants and all that stuff and maybe we will and maybe we won't. But I think really what we want to establish is what's the general idea of what the schools need to be successful in terms of our building stock. And you know step one we know is
the early learning center. Right after that we're going to find some other things. I don't want to talk about them yet because they're all still in their nent form and whatever, but they're definitely going to be some other things and those things. It really depends on what the thing is, right? And then we'll
stick a number on it and make the request and probably the next year's CIP. I mean, I'm hoping this is a pretty quick process so that we can inform a little bit more of what we need. >> Well, I hope so, too. And I guess that um was part of my communication back to
Mr. admire was I mean we we had to advocate I mean you know long and hard and consistently showing up I mean at every meeting for a lot of times and cons you know again the consistency piece and I think that's part of my concern too is just us needing I feel
like I need and want to know the direction that we need to go so we can continue to have a voice asking and pushing for these things and I don't want to I mean again I'm grateful that the Oaklan is on the spreadsheet Um, I'm grateful that that inflation is
up to 36, but I feel like we need to know because our I think our voices did matter and our advocacy in that process helped, you know, along with with council members, you know, push that um to get us where we are now. So, that that's all I guess. So, thank you.
>> If I may, um, I think that I'm startled by what a different environment we're operating in now than than. Yeah, I remember too the the struggle of getting the middle school funded. Um
to me it's a different situation right now in a positive way for schools. I think things are you know the city is kind of pushing forward with a plan to develop something more long range which I think is a great thing. Um
I guess my time is up. Um, >> your next project is new lights, Mr. Goddard. >> Well, >> we can certainly manage it. Um, >> there we go. >> But yeah, I think it's it's a good, you know, we'll keep it moving. We'll come
up with a plan. And I think we we're all have our eye on some things that are happening at the state level that are very different, I think, than what the past has looked like for us. So having additional funding would be something that I think we want to be
positioned for and ready for. So that's kind of where our eye is and um if it doesn't happen then we pace things out. But >> Miss Richardson, any questions? Miss Cooper Burns. I think just to that point, um,
Miss Torres, the advocacy part also, um, hopefully the sales tax comes back, um, into play and we have a governor who's willing to sign that and get that referendum to our community. But to your point, that's where I think, um,
educating the community and and those amongst us that why we need that and and what that goes to fund and what the vision is for the future. So, I think being ready for that to happen and that influx of of cash hopefully um happens
and we keep you very busy. Thank you. >> I just have one quick comment. I think just one thing that's really important to keep in mind as this project develops um excuse me for the early childhood learning center is just whether it's on
Oaklan or the Walker property just be cautious of maintenance costs for one property that you're not using. Um so just something to think about. >> Uh no, thank you, Mr. Goddard. and and what I've noticed over time here is that
you're able to be doing more projects and execute each year and I really appreciate it and that's why I wanted to it seemed like again it was extra we're getting done visav what we've done in previous years with the green brier bathrooms for example so and I know you've instituted some changes there
very excited to have Stuart on board and see your team build out and and to your point and colleagues uh you know my apologies if I hadn't updated you on all this but as Mr. regarded mentioned is they are putting together a multi-p programmatic kind of task force to
basically to develop that longer range infrastructure needs for us in anticipation of you know again that they have a uh the general assembly will pass that sales tax rep bill which means come this fall or November you
know we would have to do work to get that passed but then we have the information we need to helps basically explain to the community. I think Miss Burns, to your point, you know, what are all these things we need to do and how we'd be using this money over the next 15 or 20 years. Uh, you know, Miss Torres, I think to to your questions
too, is that would also fill out though three, four, five that aren't in the CIP quite yet. Uh, while solidifying, I think the uh the Walker prek center or if it's on Walker, wherever the early childhood learning center or whatnot, excuse me. So I was happy to see and how
I interpreted the CIP presentation uh budget at least was that it wasn't in yellow it was in green. So that 36 million is basically that additional six million as I think your team has further developed the the plans you know and what I guess my concern just commenting
about Oklahoma we spent a fair amount of money getting these these plans here and I think as my colleagues mentioned I don't want to say we've heard multiple times today as time is money and I I don't want to again see us delay things
as we anticip you know as UVA has already messed with us once and I don't want to see this gift mess with us further and then delay our children getting into an early childhood center that they need to get into as soon as possible. So um anyways that's some
comments and again thank you for your presentation. I do look forward to learning more about the PPAs uh and we've been talking about this and asking about this and then I I guess my question starts to become you know your team is doing a great job of executing on things and this is not again question
for you but you know some of these things that don't seem to be getting done do we need to talk to our city colleagues about getting those workflows into your side of the business you might say at the city versus in others and So
>> I I would say that these things start to sound the same uh when you hear them in minor variations because we stand up here and I can't go into all the infinite details of what exactly is going on. But I actually think we're making great progress. I
just talked to Crystal before the meeting to kind of get a sharp because I figured there'd be a question about it. uh a sharp new answer on this and I I'm actually very encouraged by the progress they're making. I think we're in a good place and we're moving it forward. So,
um I think we're close and I think that's good. >> Thank you, Mr. Schwarzman. All right. Thank you all so much. Appreciate your time. Um next up, we've got Miss Rasik with our exceptional education uh preliminary count.
Good evening, Madam Chair, Dr. Gurley, members of the board. Um, I'm this evening I bring you our preliminary December 1 child count. Um, what I can promise is that it's already changed. Uh, we hold IEP meetings and eligibility meetings every day. Um but this uh
information is an unduplicated count of students with disabilities in the city of Charlottesville and it's provided to um the Virginia Department of Education to um determine our funding um our federal funding that flows through the
state as well as a number of indicator uh data points that are part of our special education performance report. Um our special education performance report is always lagging data. So for example our most recent report includes some
data from 22 23. So in each instance where I can I duplicate that data for like current functioning level. So I include um what was in our report um and then where we are now. Um yeah.
So um first uh we are seeing uh very little change in our overall identification from 23, 24 and 25. Um the this um part of our child count is broken into students who receive special
education services for greater than half of their day um and students who receive special education services for less than half of their day. Um and we would we would want and anticipate the numbers to be um proportionate like this. Um the
majority of ser students are not served um for greater than 50% of their instructional day. I included our preliminary child count by special education designation. So each of these decisions are made with an
individual team. Um and we continue to see a significant increase in the identification of students with the primary designation of autism. Um and so as um you'll hear from me later in the school year um that shapes how our
annual plan is written um how we staff our classrooms, how we prepare for our students. This is our um this is our child count placement by for students who are in our school age population. So that's kindergarten through grade 12. Um we
want as many as of our students as possible serve in that public day school setting. That means they come to one of our schools. Um and this is something that um we're really working towards. We have
seen um some students an increase in the number of students at this point in the year who are um placed in public or private residential settings. Um however, those placements aren't made by the city schools. Um they're made by our
CSB. So this is the first instance where we're looking at our current specialed performance report data. So, fiscal year 2023. Um, and then I've included our current functioning level. Um, at this time, um,
we're continuing to progress in our inclusive practices. Um, what this data really tells us is that, um, we're improving in our time spent in general education. Um, and we're going to continue to work, uh, on our instructional effectiveness and our, um,
student and family engagement. Um, one of these pieces of data that can be a little bit misleading is our indicator 5C. So, that's the percent of students with disabilities who are served in public or private separate
schools. Um, we want to continually reduce that percent and we have over the years. Um, but we do that by increasing the services that we can provide in our schools. Um, we're really looking forward to the opportunity of potentially having more space. We just
had a a large presentation about space. Um but that is something that is at our forefront on how to create um classrooms and settings that support all students within our public day school setting and not have to access
public separate or private separate schools to do that. Then we look at preschool. So, we saw a huge jump in our preschool enrollment um from 2023 to 2024. Um and one of the things that happened during um school
closures was that kids also weren't necessarily accessing infant and toddler services. So, we get a lot of our referrals from infant and toddler. And so when fewer students were getting identified for infant and toddler services, fewer students were getting identified for um early childhood
special education. Um and so we've rebounded from that at this point. Um so over the past two years we've had um a similar number of students in early childhood special education. Um and um
we are very proud of our inclusive practices in early childhood. we're exemplary um for the state. Uh we have all of our students um are able to spend time with their typically developing peers. Um and that shows in our
indicator data. Um one of the things to point out here is our 6A data um isn't just um a measure of if students are included in the general education setting. it's that they're included in the general education setting and
receive their specially designed instruction in that setting. And what we find and partly why some of the targets are lower from the state level is that like for example a student with a speech language impairment um they would have they would actually probably be marked a
no for indicator 6A because they go into the speech language pathologist classroom um and really work intensely on those skills. Um we are working to provide more services um in communication within the classroom setting. Um and it's exciting to partner
with uh Dr. Korab and our speech language pathologists on what speech and communication and language support looks like at the early childhood center. Um the last measure um really to talk about today for students is our students
with intensive support needs application. Um so this is a funding source for special education. Um and it's really intended to um it's in it's intended to provide additional funding for students whose
special education programming is extremely expensive. Um, and so, uh, the what we do is we look at all of our students who meet the eligibility criteria. Um, and then we actually track
the cost per student. Um, so that includes the staff cost, the instructional material cost, related services, equipment. Um, and then we are able to submit that. Um, we submit it three times a year. Um, in
Charlottesville, as you know, our local composite index is uh we support um a lot of our students education and so when that is applied um some of our students whose actual cost is $30,000 a year um we get from the
state um significantly less than that. Um but it does support students with disabilities and um we just actually finished up uh our application for this year this week. Um and so we will uh submit summer
school costs with our December one. And then I want to I wanted to include in here what our special education case loads are. Um where they stand. Um, our teachers are the heart, our teachers and related service providers are the heart of our program. Um, they're doing
exceptional work. Um, today we had guests come from uh, Harrisonburg City Schools to check out um, our classrooms because we really are doing exceptional work. Um, and the people who do that work are our teachers. Um so we do have
small case loads relative to um both the state expectations and um some of our surrounding localities. Um and our goal is to keep it that way. >> Thank you. >> Any questions?
>> Any board member questions? >> Thank you, Dr. Resnik. uh the amount of students we've been sending to the private schools has been going down. Uh I understand that because we're able to serve more students in our schools then and and again I've expanded. So Paci,
thank you. Assume is there cost savings with that of us to our budget of being able to serve those students in our schools versus having to send them to external schools? >> Not necessarily. Um the cost of private
separate schools is borne by our community and um the CSA the um and so it doesn't it is not necessarily cheaper to have students stay in our schools um our public separate school we fund per
slot um and it is less expensive to have students stay at their schools. >> Thank you. >> Any other questions from the board? Um, quickly just was curious and I I'll follow up with an email just about any federal or title monies that are used to
fill the gap and and we might be anticipating um any decreases or changes in that. So, um, unlike some of the very, I would say, like outspoken conversations about the reduction in
title funding like title one, two, three, four. Um, there has not been as clear of a indication that there'll be any changes to what we call it's our title 6B. Title 6A um is has been talked about um at the
federal level, but we have received no communication from the state that we're concerned about our title 6B funding. Um and it is a very small fraction of how we fund special education. Um I think we
have um I think we fund part of 15 or 16 positions. um and we have over a hundred um special education positions. So um we're prepared. It's on our minds. Um but there's not been the same attention
to um reducing the title 6B as there has the other title programs. And then with the increased number of um the prek um exceptional students, I mean where are there any budgetary
implications that we we should be thinking about? I mean I hope you would share those up and and to us as we look at and we enter into budget season. Um, and then wondering if you're tracking I mean, it sounds like we're doing a great job supporting those students, but if
you're tracking them from since there's been such an increase in the number of them through and once they get into kindergarten just to kind of make sure that the supports that we we're providing or or if they're um
you say pl placing out or no longer need services just I'd be curious to see. >> Yeah. in our um in our kind of more comprehensive programming update, we can provide I can provide some more information about um like how many
students are exiting um when they turn seven. Um we are a large number of preschoolers are being identified with autism. Um and we I mean you kind of you mentioned budget implications. We've already done a lot
of that work. We've we have got structured teaching at all of our schools. That was a huge undertaking um financially. And then um we added an early childhood special education teacher position a few years ago. Um one
of the things with early childhood that's going to change dramatically is I won't have to have two teachers that travel between six elementary schools. um we're really going to be able to provide a high level of inclusive
special education. We already do. Um but by bringing the early learning center together, I mean, it just opens so many doors. Um and Dr. Cororab and my ECSE facilitator Patty Coastal working closely together to really think about
like okay, we can we can do it all differently. Um, and so what we are thinking about is okay, so it might not be that we have two itinerant teachers, but how many classrooms are we having co-taught? Um, so I don't anticipate any the need
for any more early childhood special teachers because we added um a few years ago and we're all going to be in one building. >> All right, thank you so much for that update. Appreciate you. Um, next up, Dr.
Eley with a whole slew of co-stars for our program of studies update. >> Yes, thank you. Um, good evening madam chair, board members, and Dr. Gurley alongside this wonderful team of administrators, coordinators, instructional leaders. We are excited to
share a presentation of our program of studies. Uh we'll be taking turns at the mic up here throughout the presentation as we talk about the various um slides and components. This work um aligns with our strategic plan in the following areas that focus
on preparedness of our students for post-secary plans and rigorous instructional experiences in CCS. What you'll see here tonight hopefully illustrates for you the opportunities we have for our students in these goals. The purpose of the program of studies is
to plan for sequencing of courses, list available courses, and communicate elective offerings which are based on student interest, staffing availability, and credentiing. The program of studies provides a framework for an on-time graduation plan. I'd like to note that
um this year, just with the reconfiguration alone, we've had to make uh lots of edits to the program of studies um just because of that reconfiguration. um uh to reflect the changing landscape and our needs. Um there's also been updates to state requirements, course
codes, clarification around courses and pathways. So um the language was updated throughout that program of studies. But tonight, our presentation is going to highlight those significant changes and illustrate our um learning pathways and options for students, which we're really
excited. Um, I've worked really hard to create some visuals uh to share with you. The updates we're going to share with you respond to new state expectations for clear accessible pathways and there our attempt to make course options
easier to understand. We're going to highlight for some we're going to highlight for you some of the new pathways as well as updated components of existing pathways and visually organize and clarify these opportunities. We're hopeful this will be of help to our students and our
families and counselors when making course selections and decisions. We do want you to know that we are exploring various interactive platforms now that would make the program of studies course selection process and postsecary planning an even more dynamic
interactive process for families and students. And we're excited about the possibilities of what we're seeing as part of this work. Um, we want to highlight that graduates um must complete a sequential elective intro and this is some of the new um the new
guidance we're working with. Intro courses do not count for this um sequential except with CTE. You're going to see this all reflected later um in the presentation. Courses also can't double count. For example, an advanced studies diploma requires three years of
one or two years of two world languages. Thus, those cannot be used as a sequential elective. So, this is all the more reason for us to lay out these these pathways um visually to help explain what they are, what and what's available to students.
The state utilizes the 3E framework as part of the accountability model which we've shared with you before. The three E are enrollment, employment, and enlistment. The framework is a moving target, but we are trying to be responsive in a way that ensures students are prepared for life after
graduation regardless of their path. This is something um we're very excited about. Um Dr. Malone is here with me in case um there are questions or more logistical pieces about this and he he can speak to it um more if there's anything else we we want to add. But the
UCGS coursework is something we're thrilled that to add to our program of studies this year. The UCGs is the universal certificate of general studies. With it, students can earn 32 college credits. They can accomplish this by taking dual enrollment courses
from CHS and online options from PBCC that fulfill requirements for courses we do not currently offer. This is a wonderful opportunity for our students as students and families will save money on college tuition costs. These courses will be free. Um and students will be
able to participate in the PBCC graduation ceremony even to receive their UCGs. Um this slide illustrates the next one. Uh the courses that we already offer as DE options at CHS on the left side um
that fulfill some of the requirements of the UCGs. Additionally, since we don't currently offer the courses on the right, PBCC will offer them to our students virtually. Together, these courses make up the UCGs. Ultimately, we look forward to continuing to work with
our staff on credentiing and support related to qualifications around teaching dual enrollment so we can continue to offer more of those courses at CHS. >> Dr. Eley, can you speak to how this relates to students being able to
transfer to a Virginia 4-year institution? >> I'm gonna let Dr. Mali. >> Good evening. Yes. So these courses, they're essentially PBCC courses. And so they as any student that is in going to
apply and look toward any other Virginia state school, as long as they meet the minimum GPA requirement, all of these courses would transfer with them and work towards their graduation. >> And so it's two, I guess, how many courses are required to be guaranteed
acceptance? It's two years of course work. So, I don't know the exact number of credit. It's a minimum GPA of 3.4. >> Um, >> I guess what I'm getting at is like if we can continue building this out so that students can graduate from high
school with their associates degree or this UCGs certificate and have a guaranteed admission to a state school assuming they meet all the criteria would be wonderful. >> That's the ambition. um there's a tremendous amount of opportunity through
the UCGS and the opportunity to cons as we extend our credentiing options to work towards more uh expansive options for the associates degree with CHS as well. So that that is the that is the objective. >> If I can just chime in right there. Is
that okay? Um I I think this is great. One thing I just want to point out, it seemed that the associate programs that we've had previously are just underutilized. So like the framework sounds great. I just want to make sure that we actually do it. Um, in terms of
transferable credits, double check Virginia Tech. Um, I did some research with a student a couple years ago that was interested in doing an associates degree here um before he left. And Virginia Tech, even though they will accept the student, they will not accept the credits.
Thank you. >> And I I just want to speak to the underutilized. I think we all recognized that our dual enrollment programs were being underutilized and we um and I think we've had at least four meetings um I know I've had at least four
meetings with PBCC and I think one of the reasons why the um associates degree the dual enrollment towards the associates degree was being underutilized is because we didn't offer all the courses with the UCG
one thing that we have appreciated is that They have evaluated everything that we have there on the left and then they're filling the gap on the right hand side for free for our students. So, you know, we can begin to have those conversations with them really early
about I mean this is attainable now. I mean, you know, having the associates degree conversation was very difficult previously, but like this is something that if a student wants this and we're going to be encouraging our students um in a very different way now. this is
something that's attainable and and we're looking forward to like getting Charlottesville City students across the finish line with this. >> So, is this the work of the guidance counselor to sit down with the students to map out this plan? And are we making
sure that every student that we serve in Charlesville High School is sitting down with the guidance counselor looking at these courses and knowing that this is not true? >> Yes. And I'll let Dr. Malone speak to it. We've talked at length, Miss Cooper, about we have to approach this
differently. Um, we have to have conversations differently with our students. We have to when we talk in our strategic plan about every student having a plan, we know that that work is about us. Um, we can't wait for students to come to us um
to ask us about things that they don't know about. Um, so the the onus is on us to do the work and Dr. Malone has started a plan. Dr. Eley spoke um a few moments ago about we're looking at a
different platform um so that students can map their courses differently, engage in being career ready differently um and I don't know what part of it I missed. No, and those those platforms also help to scope out what are the financial implications of the career
pathways that you're selecting. So, our counselors always meet with every student about their career and graduation planning and and working towards an individualized plan for those students. I think the thing that we want to elevate both through this these adjustments and considerations for the
program of study is the experience option uh the the opportunity to increase um the rigor options that we're providing for our students and being much more clear and uh in a formative manner that we're that this information
is clear and accessible um for our students and our families throughout the entire school year. Leading up to this point with uh the information that we've that we've acquired about the UCGs and our conversations with PBCC and Keer
Steel, we've already hosted other PBCC workshops in the school during the school day during impact and during the evening to highlight these opportunities. We will be endeavoring very soon in our master scheduling process. um our curricular work that includes our
curriculum fair partnerships with K-ECH and workplace um job workplace experiences as well as with PBCC when we host our our curriculum work that begins in January. And leading up to that, we're we're continuing to refine um the
the way that we're communicating so that it's clear, it's visual, it's accessible, they know that students and the families know the financial implications, the strategic implications for these options, and that every student gets an opportunity uh to access it.
In addition to the UCGS uh courses, we're also recommending um to add AP African-American studies as a course option for students and that physics be um updated to honors. Just as we've noted here on this slide, for any
additions that you'll see in the rest of the presentation, um you'll see whether any FTEES or additional staffing will be needed um for those um courses. In this case, for either of these, we we do not need any additional staffing.
Good evening, Madam Chair, members of the board, and Dr. Gurley. Each year, we administer a survey to students in order to understand what career paths and clusters they are interested in. At the end of last year, we administered a brief survey to students in grades four
through 10, as the fourth grade students last year will be at CMS LA. uh next year as their input would be most helpful in ensuring that we are um offering courses and options that align with their interests. Overall, we received 749 student responses. The
graph you see here shows uh the responses from the middle and high school students, excuse me. However, responses were similar across grade levels. Our students continue to show strong interests in arts and music, business and marketing, healthcare, and
STEM to name a few. And as I hope you'll see, our work as a committee continued to center around our students interests and where relevant our local workforce trends. >> Good evening, Madame Chair, uh members of the school board, Dr. girly. Um, so
first I would like to talk about sixth grade electives. Uh, so next year we are planning to have two elective periods per day for our sixth graders which is consistent with what we have now for our seventh and our eighth graders. Um, and
so that would mean uh because we have uh an A and B day rotation that would mean four slots for electives. Um, every student is required to take health and physical education. So that would be one slot. Um if students are taking band uh
or orchestra in sixth grade, they will meet um every day for those courses. And that's just to um make sure that our students are prepared as they progress uh in those areas um since we are uh
losing um uh banded orchestra in fifth grade. Uh and Mr. Iicor will talk more about that later. Um and as you can see here there uh are a lot of options for other electives. Um and so next slide.
And so this slide uh just has um sort of uh uh two samples here. So if a student is taking bando orchestra uh for first period they would meet that class every day. So they would not be able to take another elective um on a bday. Um, and
then for their second elective period, they could take uh one of those courses uh like art or theater um you know or exploratory Spanish um and then on the other day they would take PE. Um and then the other sample at the bottom uh
they could take uh PE um and then they would have um another slot there. Then uh so they would take PE on first period A day and then on B day they would they could take art and then uh they could
also uh they could take art or archiculture, one of those courses and then for the second period they could also have two other electives such as general music um or um exploratory Spanish. Um any questions? >> I have a quick question.
>> Yes. Um in the past we've had early morning PE which allows them then to have the additional um electives is >> so right now the plan is not to offer early morning PE for sixth grade.
>> Um can you remind me how like career exploration plays into this as well? So currently uh we are working to uh refine the career exploration uh course. Uh we started out doing it asynchron asynchronously
uh but what we are uh looking to do next year is actually have a class uh where uh uh a teacher would be teaching uh the course. >> Okay. Thank you. >> Thank you all. Good evening once again, Madam Chair,
members of the board, and Dr. Gurley. U this evening, I will be presenting expanded pathways for a few of our career clusters, agriculture, technology, and STEM, business, and marketing, and health and medical sciences. Again, there are no sweeping
changes. Um, but we made efforts to try to provide visuals to demonstrate how courses fit together into coherent state approved sequences. Nope, you're good. This slide shows the new agriculture pathway. Now, as previously mentioned, um, and you might
have noticed on the CMS slides, students will now have the option to take agriculture courses starting in sixth grade. Uh, these courses, the course foundations of agriculture, food, and natural resources will be a new course
in 2627 at CMS. Uh, that is a high school CTE credited course. In this course, students will explore various aspects of agriculture, food, natural resources, and including uh concepts of plant, animal, and food science. Uh the
new garden at CMS will serve continue to serve as a lab space for all of those courses um which will continue allow students to have that um engaging hands-on experience, which again we think is exciting. In addition, we will offer introduction
to animal systems in 2627 at CHS. And this course completes with the course that students um can take at Buford or at CMS. Sorry, I'm still getting used to that. Um and it is also an entry point for students interested in learning more
about studying um animals. And this course also sequences with veterinary science, which is a K-tech course. So, we're looking at pathways that also um address our strategic plan in trying to increase the number of students um at
CHS that access KEK. Um on this slide, you'll again notice multiple entry points for students. Um and you're probably wondering why are the marketing courses um and I know Mr. Davis is here. Um his courses are some of the most popular at CHS. Um but it's just to show
that um many people assume I think that those are agriculture courses but in reality they're set up as marketing courses. Um and so those two courses are going to be continue um to be offered in the same manner that they are now. It's just that students will now have
additional opportunities to explore the agriculture industry um through competencies that are tied are tied to agriculture. And I think we really see that um these the agriculture and marketing um really can can marry nicely together um
and continue to provide opportunities for our students in agriculture but also um working with Mr. Davis in marketing and growing the garden. Um so we're really looking forward um to that and and the future of the garden at CHS.
Next, um, in order to implement this pathway, a request, um, I've made already is to increase a, um, a half, um, FTE, uh, to support the introduction to animal systems course at CHS. Um, there are no
FTE requests needed to support the pathway at the middle school. Okay, credit for this next pathway, uh, the technology pathway goes to the engineering team at CHS. um their thoughtfulness and collaboration including soliciting feedback from
students um in creating this visual helped to make sense of the course offerings and how they all fit together. Um technology foundations was a new course at CHS this year but for the 2627 school year. The course will offer also
be offered at CMS. Um, it is also an entry point point for many of our technology and STEM courses and exposes students to different aspects of the technology field including engineering. The new uh the newly proposed course for
the high school is aerospace technology and this is exciting. Um, this course has similar competencies and applications as our previous unmanned aircraft course. Um this gives this course gives students the opportunity to also earn the remote pilot small
unmanned aircraft or the drone certification which is considered high demand and is of interest to our students. This was also a certification that students earned in the previously offered unmanned aircraft course. And if you're wondering what do you mean previously offered? Well, I want to
point out that we've not been able to offer it because the Department of Education changed the lensure requirements to teach that course. Um, which makes it extremely difficult. Um, in order to teach unmanned aircraft, um, a teacher has to have five years of
industry experience. Um, which is not what most of our high school actually none of our high school teachers have. Um, they have the technology education or engineering endorsements. And um this course um you know will allow our
students to get that drone certification um and also have experience and um exposure to the aerospace industry whether that's that's the maintenance aspect or um which you know we have connections with or even going into aerospace engineering. So there are lots
of connections that our students can make um with this course. One additional change to the technology pathway is the renaming of engineering practicum that was previously engineering 4. However, that did not that course did not align
with the state approved CTE course. Um so we needed to make changes. It's an opportunity for our students um to complete a capstone project with industry professionals. um as students will have an internship and we have several students currently who are
working to connect with um engineering uh firms locally to to do an internship and so um it's a good opportunity again for you know as we look to that 3e readiness uh getting some work-based learning opportunities getting um credentials and uh that was also based
on the feedback that um Miss Gibson and the team heard last year um from the students. So, we're excited for that. Uh, go next. And there are no um asks for for this um pathway.
Are there any questions before I go on? Because I there's a lot. >> No, >> just a quick comment. >> Sure. Um, the aerospace technology, while I haven't looked at the standards, it's really intriguing because one of
the best paying jobs without a college degree is air traffic controller. >> Thank you for pointing that out. And they were definitely needed a few weeks ago for sure when everything else was shut down. So, um, all right. So, this
slide shows the various pathways that exist for marketing. Um the marketing pathways are not necessarily straightforward since not all of them can be combined. As a reminder, we are required to offer state approved course sequences not only in marketing but in
all of our CTE pathways. Um we are adding principles of business and marketing uh because at this time that course does complete with each of our marketing courses and we don't offer any business courses right now. However,
this would be one and our students want them. So, um it would it seemed like a good fit. Um and there are no other changes to this pathway. This is just a different way to um show how those courses fit together. And there are no
asks for um this pathway either. Finally, um this year we launched the introduction to health and medical sciences course in an effort to build out the health and medical sciences pathway. As mentioned in last year's program of studies presentation, I said
I'd be proposing medical terminology for this year to complete with the introduction to health and medical sciences course. Um as that is the a completer sequence. So that will be prop that's being proposed as a new course. Nope, you're good. You can go back. So
the uh department of ed um changed the certified nurse aid course in 2627 to align with the requirements of the board of nursing. This means that the length of the CNA course will be changing from a year-long course at K-tech to a
semesterl long course. And so to not to offer not only a completer sequence for CNA but also the opportunity for students to earn another more advanced credential. The CNA students will take the patient care technician course in the second
semester. The PCT course and associated credential will make those students wishing to enter the nursing field more marketable and provide them with greater wage potential. And then um finally last year the board here approved uh us to proceed with the practical nursing
program and we are currently working um to get the department of education and the board of nursing approvals in the hope with the hope of beginning that um starting next year as well. >> Thank you. The addition of the med terms um course
will require me to add um a half of an FTE um as the idea is to make that position whole at CHS. Um and that's the only ask for right now. Any Thanks. Any questions?
Thanks. Uh, good evening, madame chair, uh, school board members, and Dr. Gurley. Thank you. While my pathway is a lot smaller than some of the ones on the previous slides, I think it's still going to be a great opportunity for students. So, currently at CHS, we offer
personal fitness fitness and conditioning one, um, fitness instructor one, and sports medicine one. Adding personal fitness and conditioning too would allow students taking both to get a sequential needed for graduation in a health and fitness related um content
area. So very excited about that. Personal fitness and conditioning one is very popular. So we do think it's going to be a great addition to fulfill this pathway. There will be no FTE needed. Questions? Good evening, Madame Chair, members of
the board, and Dr. Gurley. Um, we're starting here with our visual art pathway. The starting point for our high school visual art program is art one. This introductory course is designed for all students interested in exploring the visual arts and incorporates a variety
of media um both in 2D and in 3D. A change to visual art pathway involves the course known as studio art which students could previously repeat. This has been divided into art three and art 4 in order to reflect the established
sequence and align with the appropriate SK codes. We are also excited to introduce a new course sculpture and 3D design. This addition will help expand our creative pathways and increase engagement, giving students opportunity to deepen spatial reasoning through
tactile material manipulation and provide an expressive outlet for students who may not connect as strongly to the 2D media. Students may fulfill their sequential elective requirement by completing art one followed by any of
the subsequent visual art courses. For example, after completing art one, a student could take sculpture and 3D design followed by art two or they could take art one, digital art one, and digital art two and they would have completed their sequential electives.
These changes are designed to clarify course levels and to provide more creative opportunities and better prepare students for advanced study in the visual arts. Additionally, we have art history now being offered at PBCC fulfilling the fine arts requirement
associated with the U uh CGS. Turning there on the right to photography. Upon passing commercial photography 1 and two, students will have achieved their CTE sequence completer, bringing them to the end of
CTE photography course options. But in order for us to provide students the opportunity to engage in advanced study and portfolio development, we are reclassifying the third-year course, formerly photo capstone, to a fine arts
credit course called photo 3 and then adding a fourthyear AP 2D design course with an emphasis on photography. Again, these changes are designed to clarify course levels and expand creative opportunities and better prepare students for advanced study in
both visual arts and in photography. None of these changes uh within the visual arts pathway will require the addition of an FTE. However, the sculpture and 3D design course will require a one-time startup investment of
around just under $17,000 for tools, special tools, and equipment. Moving on to our theater pathway, our introductory theater course is theater 1. Students may fulfill their sequential elective requirement by completing theater 1 followed by any of the
subsequent theater courses. For example, student could follow theater one by taking tech one and then tech two to complete the sequence or they could take theater one acting performance and then see the players. We are also updating the musical theater ensemble to offer
level one and level two. In previous years, students could repeat the same course. Adding level one and level two aligns this course with the appropriate sequential um sed codes matching the number of years a student has participated in the court course and
ensures the course can count towards the new uh sequential elective graduation requirement. This change will not require any additional FTEES. Moving into the 2627 school year, our
band program will begin in fifth grade. Through concentrated staffing and daily instruction, sixth grade beginners will receive targeted support to help offset the loss of the fifth grade year of instruction and also help us meet the
best practices for beginners. Um, this will help us sustain the quality of our program that we've come to know and enjoy. Um, additionally, we will introduce a beginning level for seventh graders. And from there, students may progress to middle school
concert band, symphonic band, or percussion ensemble. The band courses you see here, highlighted in purple, are middle school courses that do not count for high school credit. However, it is important to note that they provide essential preparation for the high school level
courses that require an an audition for placement. As this chart shows, there are a variety of band ensembles available for students which may be taken to fulfill the sequential elective um graduation requirement.
The changes we are proposing for band is to add a spring semester to our marching nights course as well as adding a full year option for jazz band instead of offering just a single semester. The orchestra pathway is mirroring the band program in many ways. Our orchestra
program will now begin in sixth grade, offering targeted support to help offset the loss of the fifth grade year. We will also introduce a beginning level of orchestra for seventh graders. From there, students may progress to middle school concert or symphon symphonia
orchestra. The orchestra courses here highlighted in purple are middle school courses that do not count for high school credit. However, they do fulfill the two years of experience which is required for the high school orchestra courses. >> Can I make sure I'm hearing that
correct? So a student cannot start orchestra in high school. >> That is correct. Yeah. >> Is that normal across? >> It is. I mean um it it is difficult to have some someone who is just beginning to learn how to sit in a chair and how
to hold the instrument um in the same classroom as someone who has two or three years of experience. It would um be being in an orchestra. The nature of orchestra and band is an ensemble. You are playing a to make a single piece
come alive. It it requires a similar level of skill. I can I can vouch for that. I was in um orchestra in high school and it is like at a certain level where it'd be very very difficult to
just be starting out at that point. If you're if you're in a visual art class, um you can be your instruction can be differentiated and the the effort and the the object is to create something individually. So in in orchestra or in
band, you are creating something with a whole group as an example. >> I appreciate that and I just my concern is like asking sixth and seventh graders to make decisions for the rest of their high school career. um and everywhere
else we're trying to leave pathways open for students and so this just doesn't sit really well with me. >> I I I appreciate that and I understand that. I know that this year we had a special situation. I don't know if I can speak to this but we have um 11 students who are brand new beginning true
beginner band students. It just so happened this group um formed. We were able to get them into a symphonic band class so they are all together and not with other students at different levels and they are receiving some instruction in band.
>> That's lovely. And if there are opportunities to be more purposeful about that, I would welcome them. But thank you. >> Yeah. Or if I can follow up on that, is there a specific class that we just code and put in the program of studies to set that expectation? >> Well, the these students, these particular band students are in our
symphonic band, so they're they're the code they and the credit that they are receiving is symphonic band. We also offer chorus as an option, a musical option. We have music production. We have a music production lab um that can accommodate students who haven't stepped
into the orchestra or the band. Um and we all I said yeah or piano. That's the one I'm forgetting. I guess what I'm saying is, can we do a intro to band for ninth graders so they then have the opportunity to to learn and pick up the
instrument before trying out? >> I think I I think you can do any of those things, but I think in practice um you know, would it if you if you coded and created a a band um course right
now, would it be able to fit in the current teacher schedule? the answer would be no. Like if we looked at what his current schedule is. Um so I think it would it would require an additional it would require an additional FTE or something would need to change. I think
we're going to have some greater conversations because I know that the proposal is to add um to add band in the spring. Um, but we just need to make sure like how does that fit in the teachers how does that fit in the teacher schedule based on what already
exists. Um, and so I know that Dr. Malone and I have been talking uh well we will be talking about about that. So I mean yes so it can happen but something would need to sunset in order to make it happen. >> I believe
>> I'm okay with that conversation. >> I mean I won't be on the board. I guess maybe you need to be on okay with that conversation. But I think I think Miss Doulie, you pointed out correctly and this has been an ongoing conversation for I guess the last two or three years. We want to make sure that we have the nice entry points. Um I I I'll just say
it this way. Um and I could be wrong here. This is purely just from memory, but as a person that went to Charleston High School, I see Miss Brian in the back. Maybe you know more than I do. Um you're a lot smarter than I am. I don't recall someone coming from Charlesville
High School that went through band and then their their their band uniform from their HBU HB.CU days like I don't see the connection to to my culture to be honest with you. So I want to make sure that we have an opportunity for my
people to say you know what I didn't pick that up at at the middle school but I'm ready now because I saw such and such. Thank you. You don't have to solve all these problems right here in front of us. Thank you. >> Good evening, Madam Chair, members of
the board. Dr. Gurley, um you'll see before you the world language pathways, um both offered at CMS and CHS. And so the three pathways that are a little hard to see so I can answer questions. um they show how students can both get
the world language credit for an advanced diploma and a sequential. Um because it can't it's a little complicated. Um and then so are there questions about that? There's sort of three pathways that Dr. Brown laid out for you all.
Essentially, you need higher level coursework. So if you have the one and two that could count as the essential, you could do three, four and five or a different language to count um for the advanced diploma. >> Yes. >> Are we seeing demand for each one of
these that justifies uh setting a >> none none of the this is changes. This is what we offer right now. So yes, I think all of these classes Dr. Malone um we offer currently. There's one small change for the middle school that I'll
talk about in just a second, but this is just like some of the previous slides, sort of showing in a different way the structures of the world language classes. So, the only recommendation we have, and this is specifically for the middle school, is to add English language
development one, two, and three um as well as a middle school English language development class. Um, what is exciting about that first one, the English language development one, two, and three, is those courses can count as a world language as well. So, this will allow our middle school students to
start um that world language sequential credit and will give them more opportunities to receive an advanced diploma. >> I had one question about the other slide. >> Yeah. Yeah. the exploratory things that people could take in middle school, do those count as like Spanish one and two or no?
>> No, the exploratory and those two on the that are a sixth grade class um just count as general. And part of that is because if you remember that slide that um Mr. Jordan showed earlier, it's only half of the time. So those classes meet
every other day, whereas any of the language classes at the middle school meet every day. And that's part of a state requirement for the minutes. >> I had a question. Um, with so many languages being spoken just here in our
school community and in greater city, was there any consideration to offering one of those languages, posto like something like something that our students are speaking that >> we could teach our community and be
fostering like that sense of community, >> right? I don't think we're there yet, but if you look, and I'm trying to see, it might not be. Oh, if you look all the way to the right, we do offer two heritage Spanish classes that we started a couple years ago. I think this is
maybe the third or fourth year. And so those classes just for our Spanish speakers, students can take two levels of those. And um there is something called the stamp test that students can take to get the seal of biiteracy. And we've seen some really um great progress
with having our our bilingual students who maybe don't speak English quite yet or building their language skills um are successful on the seal of biiteracy because they speak Spanish. And so that goes towards a graduation requirement. It's really good to be able to put on your resume. We offer the seal of
biiteracy for any student I believe starting in their third year they take it like French, Spanish. Um, and we can also offer this Yale of Biliteracy for for languages we don't um we don't offer. So, for example, we had students uh testing in Arabic last year. Um, so
we're not to the coursework yet, but we are trying to be really thoughtful about making sure that these assets that our students bring can can go on their diploma and go on their resume. >> Yeah. And I think just offering their peers the opportunity to learn their
language and to engage with them at a different level. I think just our community is just so welcoming and wonderful in so many ways um to so many different language speakers. And I just
how can we foster that further um by offering another opportunity for students to engage with their peers differently? >> I wonder if the quickest way to address what you're getting at um is to do that through clubs and
activities. um like if someone wants to learn posture, it may be easier to facilitate that through a club. um and where and it could almost be studentled versus I mean I think that's what we we
find you know even staffing some of the other languages sometimes it's hard to find people who are certified to teach these languages but it may be easier to at least get it rolling in the school that like there's a Dari club there's a
posh club where students are learning the language and could potentially learn that language from their peers >> yeah I like that idea I think just our students want credits too, right? Like they're they want credits and they're in athletics or they're in, you know,
theater after school and so like one more club. It's a great idea for those who maybe don't have the other outlet, but just something I'm hopeful that we can talk about in the future and just how do we foster that sense of community um within our community. Thank you.
Absolutely. We do when students transfer and if they have high school credits we are able to give them credits in DAR credits in Arabic um based on their transcripts um and I think we're looking more into with the seal of bi literacy so not a course but again just showing like that stamp on their diploma um but
I think that's good things to keep thinking about thank you >> good evening once again. Um the figure on the left, I don't really have much to say about it. It is just um shows our current computer science courses um
offered at CHS. >> Good evening again. Um this is the uh vocal music pathway. Um it offers student I'll try again. The vocal music pathway um offers students opportunity to participate in
concert choir, concert uh Charlesville singer honors or night and gills and these courses may be taken for credit in successive years and combined to fulfill the sequential elective graduation requirement. >> One more question. Sorry,
I don't see it here. Maybe we have it somewhere else. Is there an opportunity or do we offer any coursework in music theory, composition, anything of that nature? >> Yes, but there were no changes to those courses and they're in the program of study.
>> All right. Again, the language in the program of studies has been updated throughout um the document with edits relating to course codes, names, coherence related to the pathways. And here on this slide, you'll see a reason, a list of reasons that a course might have been removed, such as changes to
the state requirement. Um, the course may have been eliminated with no longer having a SK code. Um, we it may be because the course hasn't been offered in over five years. Um, or they don't align. We had a couple that had like nineweek courses which don't really
align with our scheduling practices. Um, so those are um some of those those reasons there. And then um yeah, at this time we um the next steps here if there are any more questions um we're certainly happy to answer them. We have our whole team
here. Um we are hopeful that the um program of studies would then be approved at the January board meeting. Um yeah, I think that's that's it. >> Thank you. >> Go ahead. >> I just had a really quick question.
Sure. Um, I think this is great giving our students all of these great options. Um, but I wanted to see because I didn't see like uh Lugo and Night School added in this presentation are all of these courses and stuff also
opportunities for students that attend Lugo or night school as well. >> Yes. Good evening uh board. Uh yes, they are uh if they are in alignment with uh what's taking place at CHS and so as students do transition into the
alternative program uh we would uh audit their particular courses and then allow those to continue to follow through. Yes, ma'am. >> So would they uh take these at Charlottesville High School or how how would that look? >> Yep. So depending on the particular course and time, I'm a big proponent for
a hybrid model. So if there are courses that students are already taking uh and that's been approved by the school counselor and Dr. Malone, he and I would then allow those courses to continue uh at the particular respective place. Yes. Uh if it is a night school student, I believe we do have a particular example
of that happening now where a uh student would take the particular course and then they would funnel through and take those academic courses at night school if they have an elective during the day at CHS. Is the PBCC pathway available to Lugo and night school students as well?
>> Uh it can be. We have not explored that. Um that is something that uh myself and Miss Phelps can definitely uh put on our priority list uh as we work uh looking into the upcoming school year and we will make it a priority for our students as well. I would I would say just very
transparently it would be difficult for a student at Lugo to take the UCG because those courses that were on the left are the courses that are currently being taught by Charlottesville High School teachers. So if a student maybe
if a student has self- selected but that would require I mean I think we would be having a conversation with the student if you select self- selected to go to lugo but you want to access UCG it's in conflict with what you're requesting but I know that like we've had students
who've done electives so wanting to do a whole program probably would be difficult because it would be counter to wanting to be in the smaller environment. Um, so but yeah, I think that that that's the first thing that jumps out at me. That would be really
difficult to do. >> That's I think that's could be very true. I do think because the UCGs options can be asynchronous and virtual. They are facilitated through Canvas that there could be some scenarios that permit for students that are at LMA or
at night school um and who are so motivated to be able to access them in an asynchronous capacity. they need to align with their scheduling and um uh that in some instances that asynchronous option does require some direct
interaction with the PBCC instructor. So that those things would need to align. I think that the platform might permit for that type of variability. >> Is there other options? So, because I know that there are students that have self- selected to Lugo that may have
opportunities to attend classes at PPCC um and kids go to Lugo for many different reasons. And I want to make sure that we're offering those children the same opportunities that we're offering the kids at SH, >> right? They could do the asynchronous that it would be easy for them to do the
asynchronous because those would be online. I think before the student self- selects to go to Lugo, I think we would have to have a conversation with them like if this is the path you want to take that maybe we could have a conversation with them about with PBCC
about the asynchronous because those are online but before you like want to remove yourself from the high school, you would be removing yourself from access to the classes that are in person because what PBCC has done is align
those classes with everyone who's already at Charlottesville High School. And so it would be very difficult to replicate that the people who were on the left side of that um presentation. It would be very very difficult to replicate that on the left side because
that is that's person dependent teacher specific teacher dependent >> at CHS >> at CHS. I just wouldn't want to mislead anyone. >> All right. Well, thank all of you very much for your information and your time
tonight. We appreciate you all. >> Um, moving along, uh, Dr. Johnson, we have an update on our school resource officer model. Good evening, Madame Chair, school board members, and Dr. Gurley. It's good to be with you this evening. For tonight's
presentation, I'll provide an update on the foundational documents for the implementation of the SRO program based on stakeholder input. I'll focus on the edits to theou, give a brief reminder that the standard operating procedures remain in refinement, and then outline
next steps as we continue to plan to to continue our plans to add two police police officers to our current safety model in August 2026. We have now posted the final draft of theou to our website. This version
reflects edits made based on the review of the city attorney's office. You can find a chart showing the edits below and the document on the website also indicates where edits were made. I'll review the edits now. The first sentence
in this overview section of the preamble, which is on the first page, was modified to simplify the language and reduce redundancy. Some language in the preamble was made more broad and generalized. This spells out the pro that the program can be
ended or officers can be removed for any reason at any time and without cause. Earlier this fall, in response to public feedback, we modified the MOU to spell out examples of specific circumstances that would end the program. However,
after subsequent community feedback and additional discussion, the committee decided to restore the original language stating that either party may end the agreement at any time. In addition, regarding the removal of a specific officer, we we eliminated a reference to
requiring cost for removal. This change means an officer can be removed at any time for any reason. These changes ultimately provide the maximum flexibility for the school community to be responsive to any circumstances.
On pages eight and nine under the stakeholder feedback and formal complaint section, there is greater clarity for the language describing the investigation of complaints. Specifically, it now distinguishes between the investigation process
depending on if the concern is about an SRO or if the concern is about how a CCS staff member engaged with an SRO. For complaints about SRO's, people still have the option to initiate a complaint with the school first or directly with the Charlottesville Police Department.
Next, on the top of page 10 on the public um reporting category, there is an update based on an editing catch. The edit moves the definition of a mechanical restraint to place where the term is first used in in the
section. So we just moved the definition of mechanical restraints to the place where the term is first used in this section. Finally, the last change was to add the signature blocks for Dr. Gurley and keep Chief Cotchas on page 23. So if you turn
towards the end of the document on page 23, you'll now see that there are signature blocks added for Dr. Gurley and Chief Cotchas. Following tonight's report, the chief and Dr. Girly will sign theou and then the signed copy will be posted to the C
CCSR SRO web page. Now we'll move on to the updates to the standard operating procedures. You may remember that theou establishes the highle scope goals and principles of collaboration between Charlottesville city schools and the Charlottesville Police Department and the standing
operating procedures provides a more practical detailed guidance for the program operations implementation section and officer selection. The work group which includes now includes care and safety assistance will continue to meet and refine the SOP. An example of
areas needing refinement is the one I mentioned last month that we need to clarify procedures and measures in relation to the use of bodywn cameras. As a reminder, even once even once this document is finalized, it is still a living document that can be edited to
refine our work. The next public review of the SOP is expected in the spring or when the first SRO's are hired. We've shown this time timeline several times on this on this slide here. And the key idea here is that now we now we
have now finalized theou. We will move on to the next steps of the signing agreement. And since this program will not have any budgetary impact, the city can then move on to posting the positions. And now I I'll conclude with next steps. As I mentioned earlier, after tonight's
presentation, Dr. The girl and chief cautious will sign the agreement. The signed and other documents including future documents and reports will be updated on the on the website on our SRO web page. On that same page, the Google suggestion form remains open. Again,
thanks to everyone who has shared their perspective and ideas to help us strengthen these key documents. This concludes my presentation for this evening. >> Yes. >> Sing any questions? >> Just a one comment. Sure. >> Um, just thank you so much for working
on this and for being so responsive to the community feedback. It's been really really amazing to watch as theou and the SOP evolve with the community feedback and I have like high hopes for this because it can adapt so easily to the needs that are being presented. So, thank you.
>> Thank you. We really appreciate you, >> Mr. Mayor. >> Yeah. Thank you for all your work on this and to all the staff's work on this. Uh I just look like we added something on page two about we can terminate this at any agreement at any
time. And then on the last page we have something that might contradict where it says you have to revive the party 45 days. So I just suggest we double check all that. But other than that >> and you said that that's not on page 24 of the document where it may contradict it. I want to make a note to make sure
that we update it if needed. On page 24 is the contradictory statement. So, oh yeah, sorry. Page two, >> page two. >> Yeah. >> Yeah. >> Yeah. It says
>> and then 23. >> 23. >> Okay. >> Last paragraph. >> So, >> you might have you might have a contradiction there. I don't know. But I just wanted to >> I think if Miss Torres, you can help me remember as well. I think two is like
for cause for the person like that officer in particular is not meeting the expectations. The other is termination of the program altogether.
If I correct me folks, um, but I believe that the change in the language on page two also >> encompasses immediate termination of theou for any concern, right, >> that we have and this was specific to
our vulnerable or different groups, membership groups, um, changes at the federal level, all of those things that we we worked to incorporate into the language initially, >> but then with guidance um and legal
guidance that we felt like this was more broad and allowed us to do it for any reason. >> Well, and community feedback. I mean, I think we heard even from our own former mayor that that was >> yes, >> you know, absolutely >> blatantly calling out one group of people to be protected over another.
Yes. >> And that is not at all what the group intended. And so taking that feedback um by removing very specific targeted language, >> right, >> makes it a little bit more robust. >> Right. To your point, Mr. Meyer, was
that first page on page two was more immediate. And I think and correct me if I'm wrong, Miss Pal or or Dr. Johnson, on page 23 is if we're just going to change and go a different direction, it would be for the 45 days.
Does that make sense, Miss Power? Or am I misspeaking? >> I want to thank Mr. Myers for pointing this out because I'll in all honesty and transparency, we've spent so much time in these other sections. That little last part above the signature block just didn't get a lot of attention and it
does need to be edited to sync up with the sentiment that's put in the preamble. We will get that removed. I know that will not be an issue. Thank you. >> No, thank you, Mr. M. Yeah, >> good catch. for as much time as we've spent in this document. Actually, thank you. Sorry. Sorry we missed that.
>> It might be because I'm sleepy, but I'm looking at the acronym for this document. Oh, excuse me, not the document, but the school law enforcement partnership. And I just think marketing wise of it looking like sleep and then, you know, an unfortunate incident
happens in front of a police officer. We don't want the police officer to respond, but then I can see the community getting in the uproar and saying that the police officer was asleep. >> That that acronym is actually an
official acronym that the state uses. It's not one we created. We could take it out. I see your point. It's not really used that much in the document, but it's a reference to a term that the state uses to refer to these pro they know it sound on the sle. And when you
talk to people at a state level, they they refer to SLEPS as a short shorthand for school law enforcement partnerships. But I see your point. Thank you to the committee, all the people, folks that have done the work and been in consultation. And Mr.
Schwarzman, thank you. Um, you have done some leg work uh for us on behalf of the work group and the board uh engaging with your peers, a variety of peers. you um I know Harper was involved in that and really appreciate the time that you
all took out of your individual lunches and impact times um to join us and gather feedback. So appreciate that student voice um and just the commitment to continue to share information with the student body and to continue to
receive that feedback. So thank you All right. Thank you very much. Dr. Gurley, you're up next with our budget development update. All right. Good evening everyone uh watching those in the audience. Madame chair, members of the board, uh this
evening I will provide you an update um of our budget development process um specifically our um budget priorities and the work that will guide us um the work that will guide us um this budget cycle.
Um to get us started, we will review our budget development process itself. U we'll look at um the proposed budget priorities. We will then look at how it aligns um with our strategic plan and then I'll conclude by um giving an
overview of our um budget calendar. So our budget um development process has been um highly collaborative drawing in input from a wide range of stakeholders. Uh we've done work with our um with our PTOs, with our school board. Um we've
done um some surveying and other engagements and um identifying the budget priorities. We as you all know we spent time with Miss Hoover and I spent time with you and two by twos just hearing um what's important to you all
as a school board. Um in particular as we went through this process we've been laser focused on how the things that in our discussions how these things have um align with our strategic plan. Um and again I've told you I've stated that
we've met with a lot of different stakeholder groups. So as it relates to our priorities um using the themes gathered from multiple meetings and what we did was we coded and analyzed the data to identify four budget priorities
for the 2627 school year. The first two priorities listed on this screen um are staffing compensation and um retention. and we um will continue to support our licensed staff and support staff through
our collective bargaining agreements and you'll learn more about our um um support staff agreement um in the coming weeks. Uh we also know that the work uh we also know that with this work we want to be competitive in terms of
compensation and waging wages which will help us to um focus on in uh retention and allows for strong employee relations sustaining very positive school cultures. Our next priority area is u
student support achievement and well-being. In August, um I charged our um staff with engaging in very intentional work regarding black student achievement and reducing and specifically what we um
are focusing on this school year has been with regards to reducing the achievement gap. This remains very important work for us as we look at how we prioritize our budget. We've also had conversations and
through this work focusing on strengthening our tier three literacy supports. Uh what does it look like? So we've been we've done a lot of work this school year um with the tier one and tier 2, but we know that through the conversations uh people um what
continued to come to the top was what does tier three look like? How do we provide those most intensive supports? um including in the conversation with res um expanding our um restorative practices um to support some um to
support our learners. On our um next slide, you'll see the other two prior our next two priorities which include facilities improvement and early childhood education. Um, as a part of our continued partnership and collaboration with the city, we've we
recognize, you heard this evening, we've talked about the modernization of our aging facilities. Um, we have been clear that to meet the growing needs of our students, we must expand and improve spaces available for
high quality learning. As we move through the reconfiguration, uh, we want to be strategic about the use of our facilities. and so that they remain the essential components of providing innovative learning. Um but we
know that this includes an investment in strengthening those spaces to include our safety ecosystems. Uh our other priority, the second priority listed here is our early childhood education. Uh, one thing that
continue to resonate with with our stakeholders is the emphasis on funding the expansion of early childhood education. We um have sent we sent a survey u to our staff members just so
that we could peique their interest what it would look like for us to support staff members children in our early childhood spaces. Um ultimately our goal is to expand and maximize the space we have to make sure that we are utilizing
every single seat so that more students in our schools and um in our school community and more students um such as our staff members children have access to high quality early childhood experiences here in Charlottesville City
Schools. Um typically we begin our presentations with um our strategic plan but we I decided that you know let's put this work later in our presentation so that we could show you how the priorities
that we've selected align with that plan. Um, in this case, what you'll see illustrated are our budget priorities, which are located down in the forest green box at the bottom, how they are
aligned with our strategic plan. You as you see there is some overlap between student support and achievement and well-being and um early childhood education as both of those are directly connected to um strategic plan goal one
and two which relates to increasing academic achievement and a culture of safety and well-being. Um fi um we also um our next priority area was
with regards to staff compensation which directly aligns with our strategic plan area three which is um support for our staff. And lastly, uh, our facilities maintenance and capital improvement align with strategic
plan goal four, which is ensuring effect efficient and effective operations. Um, you know, uh, there were a lot of things you probably you may be looking and saying, well, I I mentioned this or you know, I I had a community member u mentioned that um one of the things that
they um gave some feedback to was maybe another area. What we did in this process, we really went through and coded like what were the reoccurring themes and how does it directly relate to our um strategic plan. It's not that
if you mention something and you don't see it here that it wasn't important. It's that you know as we think about like how how are we going to be fiscally responsible? How are we going to make sure that um it's aligning directly with our strategic plan? We really wanted to
capture those things that um that occurred um more frequently um in the qualitative data. Um lastly, we have our um budget calendar here. Um we do have a meeting
on Thursday, December the 18th, which is a joint work session with our city um city council where we will be giving them a preview um of our um of our budget. Uh we are uh we are it we will
give them a round number. I think Miss Hoover um likes to call it. We we will give them a round number which will be our starting place. Um you if you remember I believe last school year was our first time having this um this meeting with them and um I do think it
was very productive and it's it's where we start. Uh we hope to uh be at a better place when we get to January um and most certainly by the time we get to um by the time we get to February. But we do hope that um through the
repurposing of positions and um some things that we have been doing is going through and looking at historical spending. um so that we're not asking you for more money for a particular area when that's not when we've not been
utilizing um funds in that area. And I think we've been doing a very good job over the last few years of you know looking at the historical spending and diverting it to um other areas of importance. I know Dr. Johnson and I um
in our weekly in our monthly um check-in for her department, she's like um you know, we need to um increase what engagement looks like. And so how how have we been using funds in this other area to make sure that we're supporting
engagement. So it's not just about asking for more, it's about doing more um with the resources that we have. Uh and then in um January, you see our work sessions there. Um you see we will come back and have um some we will have
another regular schoolboard meeting. um a city council joint session and then um we have this meeting on January I mean on February the 12th that we normally earmarked that we that we've not used and um we will we still have it here as
a placeholder but we will see how our budget development goes and we just reminded people about our u our mission here um that the work is our commitment to equity and just fostering this lifelong learning um for our students.
Are there questions that I can ask and that I can answer for you all? >> Dr. Gley, I appreciate the summary in uh I think it reflects, you know, again, uh what I've heard from you and and staff and colleagues in the community. So, I really appreciate that. Uh getting to
some of your the student support achievement well-being. Uh you list a number of achievement gap reductions, strengthen tier three literacy supports. Are we thinking this is additional training? Is this FTEES? Where are you guess a little more
specific with what are you thinking about? >> So we are just now so um so Miss Hoover has set a deadline. I think it's the 12th the the 10th. It's next Friday. Um she set a deadline of next Friday. We've
been um sticking our head in and looking at some of the requests. There have been some requests for additional instructional support positions and we want to um as we've always done like look at the data for those particular
schools um you know should we add an additional FTE there or should we be moving FTEES from another place? So yes, it could be the addition of FTEES. I know that there's a principal in particular that um really
wants to do some more intentional work regarding new teachers. And so we've been having some talks about what does it look like to support new teachers? Does it require um continued um support from our professional learning team um
or is it that we need more dedicated staff to support those new teachers? though by time you get it um I mean the turnaround will be really quick um because we have these budget requests that are due back next Friday and then
the next Thursday by that next Thursday we have to have this turned around for you. So we'll we definitely will be bringing those highlevel things that we know are associated with compensation and collective bargaining and things. Um but I really want to work I want to work
through with the principles on and the um division level leaders about some of these FTE requests. No, and I appreciate that. And and I don't in my mind, you know, we might need some new FTEEs, but it could also
be again, we're moving some of those FTEs around from where I think what you talked about before of review and some things aren't working anymore or we're having the impacts we thought and okay, we need to repurpose that position to something else because we tried it, we reviewed it, it didn't work, now we need
to do something different with it. So, I appreciate that review process. It sounds like also that you're bringing to it and uh I mean in my mind ideally is we're the same amount of FTEES getting better more impact uh just probably recognizing the budget environment we're
coming into. So thank you. Yeah, >> just in regards to the facilities maintenance capital improvement. I'm happy to hear that there's maybe a work groupish forming um to look into those a little bit more, but I can't recall and colleagues help me when we had like an
accounting review of what the city had line item charged us versus what services they rendered. Um, I think I would be interested if others are just
to see where that shores up, if we're getting the services that we were assessed for. Um, just as we're making sure we're doing our part, how is that working out in the city? And I know there were some conversations about who
who is tasked with some of those resources, whether it was parks and wreck or public works or maintenance or whether it was division responsibility, but just really want to make sure that we are shored up in those areas and that what we're being assessed is what we're
receiving in services. >> And in my uh weekly check-in with Miss Pal, she um she mentioned that um Mr. Frius, James Frius is on he's currently working on the agreement um that we have
between city schools and the city. And so I think we will we will have something soon. I know that's been hot on the top of one of you all's list. And so you know like what does it mean? What are we getting? Um >> say mine Dr. Gillies. It's okay. You can
say mine. >> What are we getting? What should we expect? And so they know that that's really important for us and and they know that we want to increase the level of transparency for everyone in that area. So >> and while not on this list, we are
expecting winter precipitation and I just I know we're working with our city partners to make sure our safe routes to school are ready, shor up. >> Yeah. >> Yep. >> Yeah. Thank you,
>> Miss Richardson. >> Thank you, Miss Burns, for contin continually bringing that up. I appreciate that. Um, no and I just again to echo that that has been something that even I think previously you know in some format was being asked for and I
know there often are told we're working on it but it would be nice to get whatever that agreement contract whatever that is with with some of the financials when we sit with them. >> Yeah. >> Thank you. >> We're going to we are saying it on the
record. We would like to see that on the 18th. We would like to see that on the >> I'm sure they're all tuned in watching us. Yes. >> Um um we'll move on uh to Miss Hoover for
our fiscal year end 2025 update. >> Good evening, Madame Chair, Miss Douly and Dr. Gurley and school board members this evening I will update you on the 2025 fiscal year end close and settlement.
The fiscal year end financial reporting fits into the strategic plan through demonstrating fiscal stewardship by timely, accurate and transparent communication of financial information. We ended the fiscal year 2024 with a
fund balance of 9,90,568. We added to the fund balance 1,564,765 from the two 2025 fiscal year close. This is after the gain share uh agreement with the city for a total fund balance of 10,655,333
for 2025 fiscal year in fund balance. A few takeaways. The fund balance is a one-time dollars. It's an accumulation of pluses and minuses from fiscal year installments over decades. We have been fortunate
over the last few years to have added significant amounts. It is best practice for these dollars to be used to cover unforeseen costs due to enrollment growth shortfalls in federal and state revenues during a fiscal year or one-time expenses authorized by the
school board. For example, of a one-time expense, the school board authorized $379,150 of the fund balance in February of 2025 to purchase fifth grade classroom furniture
for installation this summer. The Government Finance Officers Association recommends at amendment no less than two months of expenditures for the school division based on October and November's expenditures. Two months of expenditures
for us is $16,139,429. Applying this practice to the year- end fund balance for fiscal year 2025, we can cover one month of expenditures. Before applying the green chair agreement, the school division's revenues exceeded
expenditures by $3,29,530. A significant amount of the 3 million is contributed to the BRS, separating the hybrid rate on July 1st of 2024. We incorporated this change in savings into our FY2026
budget. The city and schools were proactive in 1998 with a gain share agreement. Um it allows the schools and the city to share in the s surplus of the schools. Most
school divisions have to return their unexpended fund balances to their governing body that is appropriating funds. So this is a benefit for the schools. The agreement allows for the first 100,000 to be allocated toward or in
addition to satisfy the school's minimum annual contribution of 200,000 to school facilities repair fund. After this funds in excess of 100 and 200,000 are retained in the school's general fund and anything over the 200,000 is split
50/50. The school's gain share for the 2025 fiscal year end is1,464,765 to the city and historically the city has rep applied these funds to the school's construction projects and the
CIP. Are there any questions I can answer? Thank you, Miss Hoover. Uh, and I appreciate I'm glad to see us getting close to that two-month benchmark. I know that you're excited about that. We will be there in a couple years, maybe.
Uh, I, uh, also, you know, I I temper that with, you know, this is money that we have to use for educating our students today. Uh, so you know, I do want us to be
making sure we are spending our money and and the windfall of from the sounds like the retirement system is is a nice windfall. So, and I'm glad to see our city colleagues spending their share of it probably on our CIP budget. All that said, sorry, is
I'm thinking about our federal level funding exposure um and how that might our fund balance might have to cover that in the case of, you know, uncertainty around our federal government at the moment. Uh can you just do you have a do you know where
we're at with how much the federal government's contributing to us annually and again visav what we have here in the savings account? How much that >> the federal government contributes about5 to6 million to the school
division's uh budget and that 2 million or so of it is in the form of nutrition. Uh and then the rest of it is in title one and title 6b. Um,
if it we would lose those funds during the year, as I alluded to, we would use our fund balance. Uh, if we're given enough notice, then we can formulate plans to um have funds or have revenue
to cover those expenditures. >> And just again, I think you had this in our uh consent agenda, but our budget surplus we're expecting for this fiscal year. Uh, it's less than a half a million dollars. I think it's like three
400,000. >> Thank you. >> Anyone else have questions? >> Right. Thank you, Miss Super. >> Thank you. >> All right. Um, we will move on to board response to written reports. Uh, first
is the school board committee reports. Um, followed up by our chronic absenteeism report. Any comments or questions on either of those? All right. Uh we will move on to our second opportunity for comments from members of the community. Anyone wishing
to give comment, please approach the podium. >> And if you will please say your name and limit your comments to three minutes. >> Good evening, Dr. Garly. Uh members of the board. I'm Peter Davis, teacher at Charlottesville High School. I just wanted to take a quick minute um as both
parent of current CHS student and an alumni um and teacher and just say I'm really excited to see the PBCC push in the program of study. I think that is an amazing move. I mean we've had the dual enrollment classes um but in our
household we're big fans. My oldest daughter graduated in May from JMU did two years at PPCC. Seamless transition. I think the world of that opportunity. Um and then my middle daughter who just graduated from CHS in May. Um
she took two AP classes uh her sophomore and junior year and they didn't go well. They were they were really challenging for her and she doesn't test well and just ended up not getting the AP credit after doing all the work for the class. Um, so we transitioned to the dual
enrollment for her for uh the math and the English route uh senior year and she walked out of here with four college uh credits and um and she did really well with those and she retained everything and it was a very safe way for her to get a full real college course
experience taught by a teacher that she knew in a place where she was comfortable and she's doing great in her classes and they um at she's in a in a small private school in Tennessee and they took her credits and she's doing great. And I I credit that a lot to um
the dual enrollment classes and I want to just encourage us to keep that push going. I think um maybe I'll slide to the parent side, but I feel like we have kind of an obsession with AP courses. Um you know, nationwide
and in this division historically, we I teach kids that um take six AP classes in my um elective class. And that just that blows my mind. I think we're doing those kids a disservice um in a lot of ways um having that be the the system
that we're a part of. I think we've got an amazing um resource with PBCC right here at Backyard. They're fantastic. Um and I have other opinions about the 1.74 billion net worth that um the College
Board has and and the money we funnel to them for the for the system that they've got set up. Um, I think that's kind of wild. Um, so I would love to see pushing more towards that. Um, and Mr. Morris, to your point, it is tricky with um, the courses, sometimes counting, sometimes not. The college counselors at PBCC, we
found them to be so helpful and to walk us through that. Um, but at the end of the day, if we can have kids walk out of here with an associates degree, it's so much more accessible um, for all students to be able to like step through that progress slowly versus getting slammed with an AP test. Um, I think it
just does the world for um for our for our our students and I think it'll be fantastic. So, let's keep that push. >> Bryant, >> this might be your last time addressing us from that side of the podium.
>> Good evening. Um, yeah, really quickly. Oh, Zion Bryant, Charlottville resident. Um, really quickly, I think I just have a point of concern about the program of study. Um, but before I get to that, I guess I want to say that I appreciate the, um, presentation. It was thorough.
Um, I'll be looking some things up. I guess, well, actually two concerns. One being similar to Miss Cooper's point about making sure that all students have those in-depth meetings um, would be helpful and it would be great to have a way to track those. Maybe not every
single meeting needs to have like some sort of tracking on it, but maybe there's an exit ticket from the students to track how they're feeling about these meetings and what they're gaining from them. Um, that could add a little bit more labor to staff to have to review it. But I think it would be good to have
those data points to know that students are actually feeling like they're getting something out of these meetings and that um their ideas or concerns are being addressed by the counselors. I think that would be good. as someone who went through CHS and had those sort of meetings. Sometimes I was really, you know, just like not satisfied with the
outcome. Didn't feel like all of the possibilities were discussed with me. Um, and I feel like if I had more time and more intentionality behind that, it could have been a little different for me. Um, and so yeah, I would just like to bring attention to that. And then
also I'm a little bit concerned about students not being able to like enter into certain certain pathways um for like our arts for example um orchestra. I think that was the example that was given. I'm not sure if it's the same for band. Um, but I did do band at Walker.
And now that we're like losing that exploratory opportunity that we had in fifth grade, um, with the Walker being a separate school, um, I do think that we're missing an opportunity there and like I understand changes have to be made, things happen like that and fine,
but I also think that there are students who I was even peers with. Like I know so many examples of students who like didn't care about school in Walker and Buford and didn't want to be a part of band or orchestra and were just like I'm just coming to school cuz I have to. And then in high school they were like oh I
actually do have talents. I have ideas. I have um interest in different things. And I think if in this moment after attending the VSBA conference um Virginia School Board Association and like listening to some of the struggles
being faced by other school divisions in our state, I think that everyone is facing a battle over like student attention and I think right now um it's so important that students come to school, they stay in the building and they just show up. And I think that if
that's going to take for us to add additional FTEEs, for there to be an introductory class, um, for students to be introduced to band, similar to Mr. Morris's point, and for that to be more culturally responsive, um, I think that that's a really good opportunity to keep
students here and to keep them learning. And I just feel really passionate about that. um because I was a champion throughout my campaign for students of color, low achieving students, underserved students, and I just want to keep those opportunities on the table for them. Thank you. Have a great night.
>> Thank you. Um we will move to board member comments. Sie, any parting words? >> Not really. Just like thank you all so much. This has been a really, really fun experience. I really can't stress enough how enjoyable and educational this whole
thing has been. So, thank you guys. Uh I missed the opportunity to because I bely looked at the absenteeism report here, but I did note it ticked up uh basically in all of our schools from October to November and which made me
think about our calendar and Thanksgiving and why are we going to school on Mondays and Tuesdays uh before Thanksgiving. And I just can say colleagues when we think about our calendar, I think we really should think about a fall break and how we not uh
make kids go to school and and half the kids aren't going to school anyways, etc. So, thinking about again our calendar and Thanksgiving break. Um, next uh you know, I walk my kids to school and and take advantage of our excellent crossing guards and you know,
I just heard about another unfortunate experience that one of our staff members had. uh where they were verbally attacked and harassed and threatened by a parent. Unfortunately, uh I think this is very rare, but this is not the first time I've heard about it this year. And
I just hope the public understands that they're trying to do their job, keep our kids safe. Uh you know, we are uh adding a lot of I think safety things around now with video cameras, etc., but the crossing guards has been something again additionally there. and just a plea to
the public to please respect them, follow their requests and um yeah uh because they are just trying to do their jobs and keep our kids and parents safe who are taking their kids to and from school. Uh next, uh colleagues, as we think about our our policy review in the
spring, I just wanted to highlight and I think I've heard this from various teachers over the last year and and I think no, I think it's one of your concerns too, but as we think about the budget, I think it's a lot of things interrelated here, but screens in the classrooms, uh how are we using them or
leveraging them and technology and AI to a certain extent uh you know, do we have the right staff to train people around these things? uh you know I can't are they use are useful for closing the achievement gap or are they problematic in the achievement gap and so um I look
forward to personally diving that into that a little bit more but uh you know I would like to see maybe a work session or something like that where we review technology you know and how we're utilizing it in uh the classrooms. Thank
you. Um, so I'll just share quickly. Um, you know, over the last four years when we have these meetings, I I pray for wisdom. Um, and I'm grateful to God for giving me wisdom and also giving me the
opportunity to learn from my mistakes. Um, so I want to correct one of my mistakes that I made today. I want to publicly apologize to Mr. I course for uh my feedback and the way the manner in which I gave my feedback. Um I think
it's inappropriate for the way that I gave him feedback um based on my own ignorance. Um and so I'll leave you with these parting words um to lead with humility. Um there are times that we can just
learn from our own mistakes. um even though we may think we know something um we can just learn from that. Um in regards to I'll just stick there just for a moment. I still stand on my position in terms of
opening access for band and orchestra. Um there are just different things that happen in our lives that internal transformation right a different motivation that will then get someone
9th grade 10th grade 11th grade to say oh this clicks now so I think it's just very important that we lean on that um for retention student retention and promotion policy I just urge you to continue to have that conversation let me rephrase that to start that
conversation ation. Um, and then for standardsbased grading, this was something that I I pushed. Um, something that was really important to me and something I stand by. Um, I'm willing as a community member to to listen to to
teachers as I roll off the board and help them implement um, standardsbased grazing and based off of what my experience is. I think I understand to some degree the concerns with humanities, but I I'll be
honest with you, I've seen it done. I've seen it done. Thank you all for your time and I'll see you at the budget session. >> All right. I wanted to take just a moment. It's in our written reports, but just highlight that we all had the opportunity to attend the VSBA annual
convention and just really um found so many of those opportunities informative. Um, Miss Torres and I had the opportunity to attend an early session in regards to tech, teens, and mental health, but I think really left
both of us feeling kind of the weight of that and what our students are struggling with, whether it's spoken or unspoken, um, and how we might be able to, um, just address that within our own division and what that looks like here.
Um, I was also able to attend a session in regards to school threats, um, assessments and comprehensive approach with Virginia Beach Police Department and their court services unit addressing school threats.
Um, some strategies to combat chronic absenteeism and how folks are doing that a little bit differently. Mr. Meyer, that was informative as well. And then just a comprehensive approach um that the Patrick Henry K through8 school
along with their um Alexandria City to create a rec center in conjunction with the city school space um to make it a more collaborative learning environment not just for the students but to to be a welcome space for their community with
visual arts, blackbox theater, learning areas, recreation space and green space. So, just had a really robust opportunity there to lean in and learn a little bit more. So, I appreciate the opportunity being able to do that. Um, Sie, thank
you so much again. I said earlier just your um engagement with your peers has been really welcome and um insightful and appreciate really everything you've done above and beyond just being a student school board representative, but
really engaging with your community. So, I appreciate that and look forward to having Ginger join us next month. Um, and I think you'll find her equally as exciting uh and informative. And Mr.
Morris, thank you. Um, I echo so much of what Miss Torres says. says, "I've only been here for 2 years, but your quiet, gentle wisdom has always been appreciated, and I hope you'll continue to allow at least the newer folks of us
to call on you and and lean into your expertise, not just in the community, but from your time serving on the board. So, thank you and appreciate that. And I will look forward to our budget work session. Thank you. Um, huge thanks to Si. Um, I love just
hearing you speak and bringing the perspective um, of the student population back to the board. Um, I think it is very powerful um, and very articulated very well. Um, Dom, um, I can remember four years ago when we was
knocking on doors, um, and I was supporting you through your campaign. Um, and then I decided to run. Um, and so it's just been a pleasure, um, to work with you. Um, I do think you bring a very calm spirit to
this space. Um, and I think when you speak, it's so powerful and I love to hear your voice. Um, so I just want to say I appreciate all of the work that you've done. Um, and I know all of the work that you will continue to do outside of the school board. Um, I did
have as as Chris um I said I didn't have any questions, but when I was looking at the um and it doesn't have to be answered now, but just like um some of the things that I was able to witness with um chronic absenteeism is um you
know, shout out to um some of the schools that are doing a really good job of you know, reaching out and making sure um our children are getting to school. Um but you know like Chris was able to
identify some of the schools um absenteeism has um the data has risen. So I would love to know like what are some of it seemed like in the report it talks about like social workers um and case managers like working and doing that work. So, I would like to know what
that work entails um in a kind of more detail of like what are some of the barriers or challenges for families um to get their kids to school um and is there a way um the board or something that we could do to kind of support those families. Um I also was looking at
the service and agency list um and with Schlesville having so many nonprofit organization um this list should be miles long. Um, and I don't know if you know, y'all just taking out some of the basic, but um,
it's so many organizations, nonprofit organizations. As we know, Shellsville is very nonprofit rich. And so, um, with some of our families that may be struggling with like services or other things, I would hope that we're tapping into all of those nonprofit resources to
be able to kind of connect our families, too. but not only connect our families, following through to make sure that our families are making those connections. And that's all I have. Thank you. Right. So, for me, um, I'm excited about the AP African-American
history class. I had the opportunity to take African-American history here, and coming from New York City, I didn't really have that um, subject offered to me. So to see that coming to AP is really exciting. And shout out to Miss
Trent because she was my teacher at the time. And um as for Oak, what is it called? Oakland, what is it? Lawn, right? Oak Lawn, right? So um just quick story. So when I moved to Charlottesville, we moved to uh Cherry
Avenue across from Bufort, right? And I was always so curious about this gated little house up, you know, on the hill. And I just thought it was so creepy. And now to know that there are, you know, um, gravestones and the history, as I
was diving into the history here, I would like to have more of a discussion about that, um, property. Um, it's really interesting and is really rich with history from Charlottesville. So, I think that we do need to sit down and and have that conversation. Um, I want
to thank everybody for the presentation and all of the information that you guys um brought to us. I hope everyone had a great holiday. Um, we have another one coming up. So, um, enjoy the break. Uh, twohour delay, so I'm going to get ready for that. And, um, yeah, I had a great
meeting and thank you all. >> Thank you. Um, so I as well, um, went a little above and beyond maybe, but a little bit differently in our board reports. So, I hope that my colleagues have the opportunity and it's available to to other people as well to to look at
the work that we've all been doing. But I tried to be a little bit more thorough and comprehensive in some of the sessions that I attended um at VSBA BSBA. And to Miss Burn's point, um the early bird session was kind of a wow um
and felt really heavy. So again, um, and I think both of us linked or included a link that was shared with us, um, by the researcher that ran this session, and it's, um, your brain on social media.org, and it's definitely worth taking a look
at. Um her first statement that was again kind of a wow was when you look and and dig into the research about when people are develop developmentally ready for technology um brains are developed and ready for a
phone um at age 25. So listen to that folks um and and just kind of I I really encourage you to dig into this and we do have access to those slides. So if anybody um is interested in looking at that presentation, I think
it definitely is worthwhile doing. Um another thing I I recommend just to colleagues um I went to the update on VSBA um not VSBA on the general assembly and just kind of what to expect um with the recent elections and kind of what types
of um bills that they anticipate um coming forward. anything that's been vetoed, and a lot has been vetoed the last couple of sessions and years. So, most of that will will likely um come forward again and pass. Um and again,
whether or not it moves beyond uh the governor will also be dependent on on money um and whether you know the funding behind some of those things, but it was kind of exciting to see. And again, the sales tax was definitely something that they um we anticipate
seeing um being passed and signed. So, that was um I thought um very helpful for us because it's been several years that we've been waiting for that. Um the other one of the other sessions and I won't go into all of them but one of
the sessions again that that I ended the day with um on Thursday was um presented by Rono County Public Schools and it was producing opportunity ready graduates. So, it's a program that they um are rolling out and introducing um and some
of the things I feel like we do do um the studentled um conferences with parents at at an earlier age. I know we do do some of that. I don't know if every elementary is doing that now, but empowering and um
getting our students at a younger age engaged and willing to speak to what they've learned, what they've struggled with, how they've learned from their mistakes. A lot of it focusing on um project based learning, Mr. Morse um which I know um was a high point for you
or an important point that that you often spoke about but then working through the schools um and getting to the point where the seniors actually have to um participate in a senior portfolio defense. So they are creating
um a portfolio of throughout their educational years and then they sit down and they have to demonstrate mastery and readiness based on that portfolio. Um again really um supporting our students to be uh public
speakers and then just ready for for graduation what whichever path they're taking. So I did pick up a pretty neat handout for that. I'm happy to share it with you, Dr. Gurley or anybody else. Um, but I appreciate everybody. Mr. Morris, I I got to smile a little bit,
get to see you again on the 18th, so that makes me happy. Um, and thank you everybody and happy holidays. >> Thank you. Um, I will wrap again. Sie, thank you. you were kind of our guinea pig as we launched into having a fewer number of student school board reps for
the year, but I think um we're already seeing the payoff of that change. Just um it's been lovely having you here for an extended period of time to really engage in this work with us. Dom, we were elected together. It's been my
pleasure to serve with you over the past four years. Just appreciate everything that you've taught me. um and just the way that you lead with such grace. Um and so please don't be a stranger. Um excited for you to spend some more time
with those beautiful little girls. Um and my, you know, concluding thoughts just to um staff, teachers, everybody who's still in this room, you know, when we have presentations, I feel like we spend a lot of time um critiquing and
just trying to figure out how we can make things better. Um I think we all recognize like that is our drive and our work. Um but having attended VSBA which has been uh mentioned by several colleagues I think it's easy to see um how well we are doing relative to some
of our surrounding uh jurisdictions. I had the pleasure of presenting with Dr. Troder and Dr. Gurley about night school and Lugo McInness. Um and the reception to that was extraordinary. Um I think it's really um significant the work um
that the division has put into that program specifically. Um but when we think about K-tech and PBCC um you know the expansion of our early childhood center um the strides that we're making in serving our special
education students um our human resources that we've got really low vacancy rates. um collective bargaining is far and away um in a better place than our surrounding um u counties. Um our capital improvements that we've got
the middle school nearing completion, those Greenbryer bathrooms are finally going to be updated. Um, and so just want to express my gratitude um, to staff when I know we pepper you with a lot of questions, but want you to hear it from me. Um, and I think my
colleagues would echo as well that we really appreciate and recognize um, the work that you do in leading our division. Um, so thank you. Uh, and Dr. Gurley, I will hand it over to you. >> Okay. Thank you. Um I first want to start by thanking um all the staff who
worked on the program of studies. Uh that work is extremely important to all of us in this room. Um and I know that I have given Dr. Eley a very hard time about the program of studies um because it is so important to me. When I sat at
the table in 2021 with the school board at that time, um I told them that I believe that the most important day in a child's life is the day after they graduate that they have to have a plan. and I we've been working really hard,
but what you saw this evening is we said we have to pull it all together so that students understand and our families understand which path they need to take in order to get to um where they want to be. And it's not lip service and and as
you heard me say to Dr. Malone, what we've been saying is we have to operationalize this. You heard Miss um Miss Cooper say it and you heard Miss Bryant say it at the podium that you know we have to make sure that students
understand like how do you obtain these things and that's what you're going to hear more of as we move through the next few weeks. Um Mr. Si um I am honored to serve alongside you. Um, I can't wait to one day say that, you know, he was on
the school board. Um, because we I believe firmly that you are bound for greatness. Um, Mr. Morris, um, I just appreciate you for um, helping black men be seen um, and seen in a way that we
are not often seen. um and you have done this work um you've held me accountable um very gracefully and um I appreciate that you have um pushed me to be better for Charlottesville City Schools and um I don't take any um credit for it. I I
think that um it it's what you've done publicly and privately that I that I appreciate. Um and I I want to conclude by um sharing something um personal to me. um that this evening um I am wearing black
and old gold um because today marks the 119th founding of Alpha by Alpha Fraternity Incorporated, an organization that was founded at Cornell University on Tuesday, December the 4th, 1906 um
for the advancement um and to uplift black college ed educated men at Cornell. I am proud to share that I have been a member of Alpha Alpha Fraternity Incorporated for 23 years. I want to take this moment to recognize the Gamma
Alpha Lambda chapter which is located right here in Charlottesville. Um, on behalf of Charlottesville City Schools, I am deeply grateful for the work that this chapter does specifically for the Charlottesville City Schools community, especially because I have seen them
volunteer and mentor at Lugo McInness at Charlottesville High School. Um the Gamma Alpha Lambda chapter of Alpha File Fraternity Incorporated has been a steady presence and has been committed to making a meaningful difference in the lives of all of our students regardless
of what they look who they are and what they look like. Um without community partners such as the Gamma Alpha Lambda chapter of Alpha Alphater Incorporated, much of what we strive to do for our learners would simply not be possible.
Um to the men of Alpha Alpha fraternity worldwide and locally, I thank you. I encourage you to continue to strive onward and upward. And thank you um worldwide for your um support of me. And that's it.
>> Thank you. Any work session wrap up? Okay. Um we have some upcoming meetings as has been referenced. um Thursday the 18th, a joint budget work session um at Walker in the cafeteria at 5. Um and then
starting in the new year, January 8th, um our schoolboard meeting will begin at 6:00 p.m. here. Um and that will be a board meeting time change uh that we will re-evaluate um in March um to
assess if that change is working, if we'll stick with it or revert back. Um, but with that I think we are wrapped.