>> Thing is tonight. For the Budget Committee meeting. I will call us to order the May 20th 2025 Budget Committee School Board Budget Committee meeting is called to order at 05:00:08PM. Mr. McGuinness
that are written request to attend this evening's meeting virtually. Due to personal reasons as he is a child care conflict. Mister McGahn is located in Fairfax, Virginia.
Mr. McDaniel, please check your audio and video. Think I see him on yet. as college eyes to I apologize. There was
no vote was good. That's good right over it. All those in favor of approving Mr. McDaniels request as your hands. Dr, Anderson, Mr.
McElveen Lady Miss Saint John, cutting MS Anderson, Mr. Fresh, Mr. Moon, this mayor and myself, that as soon as for those presents now we will go to Mr. please take your
mike in your audio. I don't think he's on yet. So we'll wait to the gets on I appreciate all of you coming in today for the Budget Committee work session. I know
that this has been a challenging year with a budget shortfall of 121 million dollars. I believe this is the largest CPS has faced in many years. I want to thank the
budget staff and Dr Reid for their hard work adjusting the budget as needed. And I also want to thank the hard work of our staff, especially Fpu for first year of collective bargaining and coming to a
collective bargaining agreement and then redoing green well. And finally, thanks. A lot of call conversations of my colleagues and community advocacy in the
voices. I know we had a presentation from our last regular meeting regarding the budget. And we are here today Dr. We can provide some further clarification zaa around some of the budget
reductions that were proposed. So with that, I'll turn to Doctor Rhee and her team. Thank you. Miss Sizemore Heizer. >> I appreciate the framing of the conversation this evening.
This has been a challenging budget year. And I also appreciate all those staff who are here this evening, potentially to answer questions. This is a team
effort. And when we talk about team Fcps, we talk about everyone. Everyone in the division regardless of role is impacted by the budget. The
budget is fundamentally the resource, the backbone that we'll bring our strategic plan to life and therefore, it's critical that our budget
aligned with our goals for our strategic plan. We've been very thoughtful about how to both support a competitive salary for our hardworking
educators and support staff as well as wanting to make sure that the budget adjustments best align with the work that we know. We need to support
moving forward. There's never been Morant port in time. I think for public education and we believe in the power and promise a public education and we will make the best and
highest use of the funds. We are allocated. I too want to thank our EU colleagues as well as all of our staff, regardless of their union
affiliation. Everyone has worked extraordinarily hard this year. And as we wind down another school year and begin to celebrate graduations and transitions. I couldn't be
prouder of the work of our students. Our staff and support of our families and community. I want to share that this evening. Our chief finance officer Lee burden
will just go through if you will, are recommended adjustments. I also want to share last week we heard from a number of our community members in the budget hearing.
I took copious notes as many of you did and have met with our special Ed department chairs as well as our a E R T's and our principles. And
one of the things I'm sure it is how difficult the timeline of our budgeting in concert with collective bargaining is and I think we have work to do
to better align those. So that can make the most productive use of our conversations and resources. I do want to take the opportunity this evening
to share that clearly within our very short timeline last week, it was difficult to fully explain or clarify what staffing funding allocation
adjustments actually mean and that's why I took time to meet with staff both last week and yesterday. So I think this evening, we want to make sure
that their assurances around clarity for flexibility for this year for our A R T positions and our special a department chair of positions
and burden will talk a little more about that. But I do want to share my appreciation for those who have e-mailed us or came to the hearing and shared
there feedback for us. It matters it was taken into consideration as we move forward at this work session this evening. So at this time, Miss Sizemore Heizer, don't
have walk through our budget adjustments as we prepare to approve a final budget for 20 fy. 26 on Thursday evening. So
Miss Burton. Good afternoon. As the superintendent said, you know, we've probably provided a list to recommend investments to align the budget with funding levels that are available. >> And you should know that
the priorities that were considered when developing the adjustments were protection of the classroom give precedence to compensation. Of course, and then remain in compliance
with the budget. Virginia standards of quality. The adjustments include reducing the salary increase from 76% for anti-EU members and from 7% to 5% for all other
employees or non. If EU members. And if the EU has agreed to this change, the classroom teacher allocations have been adjusted VF formula
change, increasing the divisor in the staffing formula by one student that result in a reduction of 275 classroom teacher positions. However, we will still be able to meet all
of Virginia Sochi requirements and these 2 items alone total 66 million dollars. I mean, think you all are aware that 120 million is a big number.
So we got, you know, a little over halfway there with change to the compensation and the staffing realignment for and
regular classrooms. The remaining 55 Million. And this being reduced our the classroom monitors, which are were initially intended to be temporary in nature. They were
to address and needs at the schools during the pandemic. And those are temporary hourly again. So I don't have any if he's associated with in those funds are being reduced and
adjustments to the non as Sochi staffing formulas for elementary special education department heads and advanced academics, resource teachers at non title one schools have
been reduced by half Central office departments have reduced their budgets by 3% across the board. The social studies curricula materials are being eliminated. Funding
for electric veces is being eliminated systemwide non-local travel has been reduced by 50% as Dr Reid indicated, you know, we are
trying to lessen the effects of the staffing medications stemming from these adjustments. The them chief of schools, Dr Ponce in the
regional assistant superintendents are working very closely with the principles as the budget office to help them manage their budgets and make decisions about competing
alternatives and and what they would do because they maybe have in the past traded for position. And now the halftime special Education Department RT position is a higher
priority for them. And so they might decide to not trade for what they hit historically traded for and trade to be able to and provide a transition for these
reductions during this upcoming year fiscal. 26, we're going to allow elementary schools Their carry
over to be increased from 10% to 25%. If funds are available, you all may not be aware that we use to let them carry over. 25% all schools. And that was changed 3, 4
years ago. So now 10% is how much we allow them to carry over. But those are one-time funds. They're not recurring. But they can. They'll have a
little bit of a bump because we're gonna allowed in if they have the funds available, which is the regular rules for carry over. So they have 20% available, they can carry over
25%. They can only carry over 20%. So we're going to allow that to give them some additional flexibility. And, you know, we historically
replenish the staffing reserve at Uri and every year and we will have that available if there any and unique or unusual situations that warrant an allocation from the
staffing reserve. Thank you. At this point, we'll take questions and comments. We'll start with Doctor Anderson. Out to the Packers up yet. So
so Dr, Anderson, see from there. Thank you. Okay. Can you speak a little bit more too?
>> I just to make a play. I think what I understand right now is the cuts as propose will continue, but the schools will have to work in order to. Create the other half of the
position. Yes, they'll have to give something else that so let's say, for example, they have been trading for an additional assistant
principal. Then if RT Department mean a R t. >> resource teacher and especially department head are greater priorities than that assistant principal. Then they
may make the decision not to trade for an addition system, principal and fund these other 2 things. Instead in fiscal 26. And we do think that we
have sufficient. Vacancies so that if that happened, then in this example, which is just an example, the assistant principal could be placed in another assistant principal
job elsewhere with in the division for another position in which they're depending on the circumstances of the school. It can potentially >> result. And those schools
remaining at a 0.5 in these positions, no, not for this year for this year. The commitment is that the school
flexibility will be used first and many of our schools have significant flexibility and where that's not possible. We're going to go to the staffing reserve for this
year. Only and that's why also how do I want to say expanded the carry over only for elementary, not middle and high to support being able to
keep these people. Hold for this year. But this central allocation funding will not be automatic any longer. So the central allocation won't be
automatic. And all of those positions will continue as current. It's just how they continue. That's going to change. And I just want make sure I have full understanding. First, it's
access to their carryover. And if that is insufficient, then they're to make decisions regarding trades. And if they determine that some of the
position is more important to their schools besides using that option, then they have the 3rd option of the reserve. So Rad says will be meeting
with each principal or UPS. And we are saying these 2 roles are a priority period. So they will be the first
trades. We will look at. Dr Ponce is affirming that those they've met with the raza's. Those 2 positions will be the first trades and remember. Are
title one schools. We left the A R t central funding intact for one point out so they would in a title one school only be looking at that 0, 5 special. It Department chair
in the non title one schools. We have the 2 halves and we've looked at the trades have both Mr. Solomon, ADR Ponce, Mr. Smith and I Miss Burton the
with the trade history and the expanded carry over much of the funding for those positions can be school-based where it's not possible.
That's where we will support with the staffing reserved for this year. I have told both groups and principles it's going to have to be a much deeper conversation moving
forward about how we're going to be able to do this depending on a future funding scenario. So what I think I'm hearing is that we're going to make them use their trades for
these positions. That's correct. That has to be a priority. Okay. And many of our schools trade for more than just the for these positions. And if so, they
won't have a lot of flexibility to determine whether an assistant principal is more important, too, the operations of their schools. And I'm just using the example that was earlier. So they
won't have the flexibility of determining whether an assistant principal is more vital to the operations versus these positions because they will have to make these positions be the first rates
that they incur. These are the priority trades. That's correct. OK, so then no one's going to get to the flexibility Reserve at this point. If that rate has to be, if these are the first rays
that they can engage in. I would expect no one to get to step 3. Well, some of our schools have actually significant carry over, which may not even need together to
trade. So it's really it's hard to give in one answer here because the schools are in such very different places. So I think that we're going to still continue to see trades.
We have schools that are finishing near with still open positions they didn't fill from last year's. So clearly that money up to 25% can be carried forward. So there will
be unique ways to problem solve school to school. But we have to make at this point tradeoffs with our current budget situation just to put a
finer point. Certainly I do agree that there will be some schools with their reserve and especially with the expanded 25% instead of 10%. They'll be able to take care of it in
that way, particularly if you only looking for a 0.5, correct. So a bunch of schools will be taken care of with step one. With step 2. Trades
which everybody in Fcps seems to engage if the first rate that they can make for these positions, then everyone will be taken care of in step 2.
Because if they don't trade for these, they won't be able to trade for anything else. That's the priority. I I think without going into every
school's trade balance and carry over, I can't I can't speculate on how many schools are going to be done at that point or how many schools will still have positions to trade? It's really on a school by
school When we looked at the trades, there are some schools, even though they have the ability to use trades, didn't use trades. So it's just it's a bit all over the map yet. It's I think it's too
early. The PDR sheets, I believe, are coming out Monday, which will begin working with staff. So I I don't know that that's going to be the only trade. I think there will be many schools that will have the ability to
trade and use carry over and do trades beyond just these 2 half right. I'm just trying to see what is the path to 3rd bucket, which is the reserve staffing. It just seems to be
that it's already set up so that these for these positions they'll be taken care of with options a and B and not get to see. And I was using numbers before not says they're also
enrollment decisions, right? Like if a school's suddenly is slated for higher enrollment than the staffing reserve comes into play. So staffing reserve, always maybe Mister Smith. You can better clarify
kind of the history of how staffing reserve gets used. so good good afternoon. Almost evening, everyone. >> So the reserve will still be available for schools. Uses
a bulls run up against our class size caps. And those class size caps have not changed. And so has our regular staffing process of unfolds. Positions will still
be allocated from this afternoon reserved for those schools. We know that some elementary schools have also in the past, you smooth air monitor funds to enact trades.
And so if those funds are available, then we would have to possibly look at other areas to fund those trade or to fund positions from the
staff and reserve. And it's important to note that principals don't only fund material are trade material dollars. They also trade positions. And so often times
we have had principals who have traded office staff or other positions and buildings to equal the amount of a teacher or another position. So we'll be looking at those
position trades as well. In addition to carry forward dollars. >> But the classroom monitors and no longer because that's taking care of right? Because that hasn't changed. Is that correct? So there's no place
monitor funds to be utilize Those have been cut, which is why I think the staffing reserve will come into play in a number of the settings that we're going to be working with principles it. I guess what I
was trying to get out with my questions is what is going to be the negative impact to our schools because at the end of the day, that's what the community cares about. I I don't know if I'm hearing that
they'll be 0 and pack to oust schools. Because it has to give somewhere. so go back
play. So so the impact is class size will be an impact for all of our schools. And so when you're cutting 33 million dollars for
>> and as it relates those positions, specifically principles are going to have to make different decisions. And so for those additional positions that folks have traded for, whether it might
be a resource teacher, whether it is and I want to go into all the specifics about the individual positions, but whether it be for positions that they've used to support students and other ways in
their buildings, they'll have to make decisions about supporting these 2 positions the other work will not be
supported in the school. >> Thank you, miss mayor in fall by Miss Anderson. So go back redo often say, you know,
we're currently in a system of schools and out of school system yet. And one of the things you just said is the schools are on such very different places. >> We've done a lot of work in the last few years to expand
quality and access. We literacy instruction where I had one school where no teacher was training or in Gillingham to help with reading difficulties in another school that is trained. 12 teachers, right?
So we have starting to address that with benchmark. They get to Green's often treated. We had schools that had it is a special one of the school's aiding have an outdoor learning space. We've worked to address that. I'm concerned
that now we're role reverting back to. Well, people have flexibility. We had sit you proposed and we're going to have to ultimately make hard decisions. And I do agree with
the question like, what are the negative impacts? And I understand that we want to. You know, do the best we can by staff. But like we can't sugarcoat that there is 129
ares missing. So it's just like call it what it is. The other thing you know, I've heard anecdotes that perhaps between those 2 positions,
they were really useful during COVID and soon after. But maybe they've actually been not doing the role. They were designed to do. That's okay. Like we should be okay saying, you know what, this isn't the
most. You know, effective way at the same time. And I say this having a kid with a 504, and it. Okay. you know, but we are doing different things to integrate services. And so I
don't. It just seems like. The dialogue is walking back. The real. You know, the real severity of what's happening.
I know I want to prioritize keeping people employed as much as possible. In addition, of course, to serving kids. So I just want to be more honest about that. The other thing I
wanted to just check. So it was said that elementary schools would now be able to carry over 25% instead of 10. So is that to mean that they have 25% of their budget left
over at the end of the year? burden I know again, it's variable school to school based on variety of factors spent. >> Britain thoughts and that I
don't know. Obviously some schools must and others probably don't. >> Exactly. Some will easily have the 25% to be able to carry over. And, you know,
hopefully at since all of this has been discussed publicly. They you know, scrutinizing every purchase to make sure that they have as much money
as possible so that they can carry over the full 25% at the end of the year. Is that unusual to have quarter of a budget left over at the end of the year?
>> Well, it's not much of what we budget for schools are actually the staff in the school, right? So we're talking supplies, equipment generally, perhaps Miss
Burton, the the coating for differently paper. There are a variety of things that we budget based believe the student fte. Is that correct? Yes, there are people amounts.
So yeah, its logistics funding. It's non salary funding that they are allocated on a per pupil basis. >> every school. It just seems like a lot of money left on the table at the end of the
school year. >> In some cases, we also I know when I met staff, we realize that in some although fewer this year than prior years, we had a his positions
that were unable to be filled, right. That might have been a support position. Our support. And so those dollars that word expended would be part of a
budget carry over and maybe another school had all their positions filled, right? Like so the it just it really is variable. When you look at each school's budget. Okay.
Thank u N, you know, just getting back the difference is, you know, Dre Dum wondering what's what's the threshold you're willing to accept among the differences in schools. >> Where you have things that
places that have specials and other places that don't have. >> So I think it's important as we think about the most important work in the school division happens in the
classroom. And I think when burden talked about that being a criteria, we want to make sure that to the degree humanly possible direct
services to students are prioritized. So as we look at the work we're addressing, I think that work with our students directly, rather, they're in elementary, middle
or high school. We want to make sure that we continue to provide services for all of our students as effectively as possible, which is why, you know, we cut buses. We cut
curriculum materials. We haven't yet ordered cut travel. We cut a number of things. We made a higher percentage kind of central office departments, then schools because to the degree
we can, we want to protect the classroom and the work that happens at schools. I will say. To your comment about being honest about the impact
on this. If that if we continue to be underfunded, it's going to be impossible to not begin to make budget
adjustments that very directly and more so even impact our classrooms. It's just, you know, we're getting closer and closer to the bone in terms of
making budget adjustments. Thanks and any to that point, I think that because you have worked very closely with this budget and the collective bargaining agreement. I think it's hard for the board.
>> To come in at this point and sort tinker at the edges and, you know, I'm already really eager and perhaps later in this conversation, we could talk more as a board about how
we reinvent this process to the extent on, you know, aren't here. But with the Board of Supervisors. It just seems like it is what it is. And we are 48 hours away.
Ends. It's hard to accept it, but it is what it is. Thank you to go back. This man. On the list. Sanderson fall by
Mystics. It. >> And I too wanted to acknowledge the fact that I know our principles are in a difficult position right now to make some some hard decisions about staffing and things that they may have had
plans for. And I recognize that I also am grateful that we have figured out a way to fund the contracts the way we have because I think that that's been a focus for all of
us related to compensation all year. The first question I asked when I heard about all of the changes that are coming was whether or not these 2 positions would be able to be traded for because I have been
involved with my son's elementary school for 11 years. And I know that they have treated for a full-time a R t up until the point when it became a one position. So I know that there are schools
that are that have prioritize these things in the past. So I'm hopeful that we're able to continue that moving forward. I think the threshold of difference is a very interesting question to talk about. And I think that we're
getting closer to that consistency that we're looking for. But I never want us to get to the point where we don't acknowledge the differences of our communities and acknowledge the differences of the different
flavors of schools that we have and the things that make them awesome for their communities. So I just want. To figure out a way that we can kind of get there. I know that this is a difficult
budget situation. And I know many members of the community reached out that there wasn't a lot of we weigh in and prior notice about what was happening. That was the same for all of us is that we were
making very quick decisions and recommendations on a very tight timeline this year. And so I'm very grateful to staff for the work that you've done to kind of create that opportunity for us to have as
much information. And I appreciate the conversation tonight. So thank you very much. >> Thank you. Mystic supplements to fresh. Dre
designers, hard decision for making it. I'm I'm sure. >> This is not going back for one year of you're seeing that in nationally how position
federal workers and as impacting our country as a whole. But here at school level of it could be any position. And that was significant amount. If you're
cutting the funding, it's going impact. It is and age. We are trying cook quick fix it, I should say for one year, but it is definitely going
have problems. So I'm definitely not seeing this as a long-term solution of this city. I'm also concerned about them back so far ability to keep providing support and
resources to keep our schools safe. And that has been an issue with their. We have seen a lot and concern for safety and security for students. So if you're taking the
flexibility of the funds for principle to kind of trade dispositions a priority. They may not have been able maybe for good another resource to watch the students are already
taking the store and monitors Ali, which I guess nobody is talking about. But that's like big concern for me that it is that we're providing a lot of
Sun goal, in sense dread and garden emo from lot of Stuart monitors that the kind support to provide. It's also very important, I think for that of
that age group, Seoul, I just I don't think this an even the ship fun. thing is just like a support. I wanted to what the
principal using their funds for basically ends in a school. Many of the funds are logistics. There are some funds that principal use
principles used to. >> Provide hourly support from time to time. We previously had an all-in for Virginia Grant where we were able to
hire high intensity tutors, for example, that were separate. I don't believe that grants continue. That's been was a two-year grant. One of the things we made a very
conscious decision about and they want I want you and also our community and understand one of the things we could have cut was building budget school budgets. But we did
not. can't cut those. And then work for flexibility for the staffing. So we've taken that act this year to leave the budget's intact so that principals have the maximum
flexibility at the site. This we have amazing principles and are going to make good choices and they're going to work with Dr. Ponce is office, Mr. Lambert Office in the security
realm to make sure that we have the best possible supports with the budget that we have. We're going to make the best use of the funds. We do have. And I've seen this
firsthand at a party that principle of interest down storm middle school last year of us know it may be the other day. >> And the principle shared holiday uses their funds still support some of these staffing
positions to of this study, especially the new teach who are in the classrooms and and we have the the chairs and other positions which helped
them to get rain specially a R t sped chairs and so that's good to know that they're going to stay on back. Then they they have a just keep it. But I just feel like there's
going to be a a lot. >> All. >> Restriction on on other other stuff. They can do. And that's going to back to Iran and the end. It's our students who are not going to get the
clouds, the service, they should be getting enough. I just not really happy that this fact this is result, but I guess this is the best we
could do. >> Yeah, I appreciate that. And I I don't think anyone's happy when we have to announce budget adjustments that or not
positive right I will say and I just want this is a point I don't want lost on us are specially department chairs were emphatic about the amount of work they do with teacher
trainees and we have a disproportionate number of teacher trainees in our special specially classrooms who also don't have access to see stars, right to do
information. And we're going to continue to have a lot of teacher trainees if we can't pay a wage that, know, attracts our best and the certificated educators and
retains our educators. So we're in this place where we have to the cycle of excellence also is dependent on being able to pay, you know, competitive leads to our
staff. So on the one hand compensation, which was been a priority. That's necessary. And on the other in particular, especially
department chairs are performing heroic work, you know, supporting many of these teacher trainees at the elementary level. So trying to play catch-up. I think
constantly and a bit like chasing our tails with budget right now. But thank Thank Marks Mr. Fresh Fall the same
coming. Thank Dr. E before I dive in, would you mind characterizing the conversations you've had with? >> Special a department chairs and a Ortiz over the last few
days since initial discussion. >> Yes, Mr. Fresh White began each with an apology, right? Because I think any time you read about your position being
cut, you feel like your work is not respected or that you perhaps are not respected. And that was not the intent. And I apologize to both groups for
that. Our communication timeline. Was almost nil by Tuesday and then needing to rework with our union colleagues and come with a
budget within 48 hours to do so. The we discussed their work. I receive feedback on the duties that each of the
roles are the deep commitment to the division. Many of the staff and these rules have been with our school division a long time. And the tradition of excellence. They've
supported. They also talked about this not being a new conversation. Honestly, these budget topics, many of them have been here and other tough budget times. And we talked about perhaps advocacy needs
to look different for the coming year's budget as Miss mayor Mystics. It talked about and they understand that we're
going to work with principles the honorable in our work with them and their positions. So I think the conversations were fruitful there's a better understanding of where we are
and how we got to where we are. Generals. Generally speaking, what was the response to the assurances about their positions? >> I think people feel good
about this year and are very much so anxious about what may happen moving forward after this year. So Mr. My
colleagues point about these choices having an impact. You know, it's interesting. We have a slate of adjustments to help us reach to fill the funding gap. Right? The 120 plus million funding gap. And
everybody is being asked to give something up. And at the same time the school division is trying to use laser-like precision to lessen the impact
of these changes as much as humanly possible. And so when we think about employee compensation adjustment, what does that mean in practice in practice, right? It means that. Our employees to
collectively bargained for the first time and negotiated a salary that respects the world-class educators and operational staff that we have and serves as a mechanism for enticing more people to our
division and keeping people here with us we'll have to make do with less. And that makes it harder to do that recruitment and harder to do
that. Retaining. The staffing formula adjustments. Sums classes may experience class size increases, but the school division, he's going to work hard to ensure that, you know,
the impact is felt as as little as possible, but it is a very real impact on the school, even if it doesn't reflect itself in the classroom with the students. Differing the social studies
curricula. We just spent a lot of time working on this effort with a lot of community engagement. We need updated curriculum, but we're going do until we can afford it. And
that's savings. The reduce the reduction of the classroom monitors obviously provides flexibility in our elementary schools, the staffing adjustment. We already talked
about Central office department reductions. 3% were doing the same thing in the school board office in the officer ought or general, you know, it is not as if that that those funds do not go
towards important work, especially in the central office that already has the lowest ratio of administrative support to school ratio of any school division in northern
Virginia. And, you know, EV buses. It is going to be really hard for us to continue to chop away at our work on you know, environmental efficiency, which also saves
us tons of money reach our goal of carbon neutrality by 2040, when we have to make these kinds of cuts but its sacrifice, we have to make to make this all work. And obviously the local travel, we
want our staff to be exceptionally well trained and to have the ability to bring new practices and procedures to our school division so that others can learn from them too. And so sacrifices are
being made throughout this budget. And to Miss Mary's point, it has a real impact in the schools and on the people who work in our school division. So. I will leave it
at that only to say I appreciate the assurances that you've made and I've heard from spent department chairs and a Ortiz who appreciate those conversations.
>> Thank you. Miss a chunk fall and this lady. First of all, I want to thank the staff. >> And Dr Reid for the turnaround, which was
remarkable in a 48 hour period. >> I know this is hard. It's hard for everyone. As was just said, it's it's a lot of
sacrifices. I worked in elementary school. I know what the special Ed Department chairs are. I know what Ortiz are and I know what the monitors are. >> I know it's going to be a hard hit. I think that we were
honoring the first-ever collective bargaining agreement and we weren't in the room and a lot of you were in the room and I know that the priority across the board had been compensation for
employees. And I think that you try to honor that without cutting people, maybe just readjusting positions. You are
faced with us on to splitting that baby. I don't envy anyone. I don't envy anyone that had to do this. As I said before, and I said this when
we at a joint meeting with the Board of Supervisors when I came on this board, I know a lot of the things I wanted to advocate for. And I said this is a bare bones budget. We
need more money for security. We need more money to support our students and their mental health needs. We need more psychologists. We need more counselors. We need more family liaisons. None of that
was put on the table at all is a consideration. We asked for the bare minimum and we did not receive the bare minimum. And is there going to be an impact, of course, that there will be it will be on our
staff and it will be our students and it will be our families. But as I've also said, our teachers will show up. They will do the best that
they can. Our staff will show up. Our parents will show up. What we need to realize is that there will become point that it will be a breaking point. And they will stop
showing up. So. I look forward to working with my colleagues and the Board of Supervisors to ensure that this doesn't happen next year. Because the
work that is done every day, like every person in that school building from the custodian on up and for the people that are here in central office and they're
going out and supporting their students I hope that the sacrifices, the sacrifice that we make only this year. And
that we all come together to try to invest and keep that promise of education for children. Thank you. Miss lady
fall by Mister Dunn. So I appreciate my colleagues uplifting of staff and hard How hard our faculty, our school-based people work in
operational and central spokes work. >> This is not going to get better. hope that all the people who took the time to
speak at the budget hearing and it was a long evening. My apologies. I couldn't be president, but I was listening. I hope that you don't lose the enthusiasm. You have the moment. Because we
need to go the state. We need to get the money to quote one of my favorite colleagues when you get the money and I just people need to hear this.
>> Our staff are quite frankly, you know, they're they're bleeding Its hard work. And when our next door neighbors or offer him way
more than what we can do. It's it's hard to compete. >> And, you know, also as I watched the budget hearings, I mean, the budget hearing with all the community input. I
really appreciated the one percent woman. I wish I could find her give one percent of mice of my school board salary back. think if everyone did the one percent I'd like to I don't have to go to YouTube
and watch the thing. Again, a figure was pretty early in the in the comments. But I did hear a lot of people jumping on that idea, but she's at least have solution. Most
people came just said, put this back, put this back. Put this back. >> But no ideas of where to get the money. So it's very frustrating. I do have a question about carryover is
this was shared with me. I believe by one of our presenters that community. >> Hearing this is everyone's carry over. So when you say and I'm not going to say some of them, they're pretty huge. And I'm guessing they're huge
because they had principal searches going on. And that principles are interim, you know, you know, traders are unfilled positions. But when
you say they get 10% said year-end, which is June 30th, what's left of this? They get 10% of it. I don't know if Ms
Byrne has confirmed the numbers on the chart in front of you didn't know this is this is as of May 12, but as of June, 30th, this burden. >> Thank you to carry over 10%
of any logistics funding that they have been selected accounts into the next year is one-time money. >> So if this also includes staffing reserve, the that hearing that over. There's no
staffing reserve budgeted schools. That's budget centrally. And we are allocated as unique in unusual circumstances like class size
exceeding the class size cap their allocated. When we begin staffing for the next year for unusual situations. But we need to talk about class size caps because if you really
good at what you do, normally can figure that out. You got to class. You gotta close classes you got. You got to close early because you've got transfer students coming in. You've got to save seats.
>> If you need to have a class at 33 got to have a class of 27. >> I mean, this week we pay too many, 80 contracts. Okay. And a lot of people want a fun able to get to them. I get it
because it's extra 7%. >> But we've got to do better. And that's that's that's a big thing. Good thing I want to say. But they are teas. >> I want to say about the elementary special I want to say about of directors,
student services finance tech. And asked that. The people there you get one per school. It's not equitable. Their
schools with 2250 children in elementary level and their schools with over 1000. And the same people argue to keep full-time ERT in a full-time special. A chair.
>> go Thank you, Mr. Double them are moved analysts misleading. Thank You know, we definitely need the 568 million dollars from the
state. >> That underfunding is unacceptable and it needs to end. And those an undue burden on our taxpayers and undo And
Uber done on residents with limited or fixed incomes. And we need all the support we can from the state legislature to make sure that our schools are fully funded. So we are
postponing the update to the social states curriculum. But hasn't the state curriculum for social studies changed this year and what impact?
Well, updating, you know, delaying the update of or so states materials, cars in terms of being out of sync with the state's social studies curriculum.
>> So Mr, done that. We were reviewing incoming so well data this afternoon because the math and so well standards also changed this year and we
don't have new math curriculum That's a year out. But I do know that our social saves and I'll have doctor Presidio respond here. Our students take a local social studies
assessment, which is I believe as an alternative assessment. I think not having. Curriculum materials will requires central office staff to
continue to provide some curriculum that will be matching what we believe. Our current standards are, but they are able to take a so well, whereas math and reading, we're not able to do
that. So Dr Presidio, you want to elaborate on that. Please just briefly. And I think you framed it very well. The full implementation of the social
studies standards is next. School So we will be updating our current resources and materials to ensure that any update standards per grade level have available resources
for teachers to cover those standards. That's pretty typical of what we've done. We've deferred tax but adoptions in the past during my 14 year tenure here. And we do everything that we can to
provide the materials and resources locally created that allow teachers to have materials aligned to the state standards. What kind of updates doesn't involve like what can central office staff
due imitate for the changes? So we create actual units of study that include daily lesson plans, sample assessments and additional materials and resources that
help with instruction. Thank you. >> asked about contracted services the budget book, it says in Fy. 22, it was
48 million fy. 23. 56 million fy. 24 63 Million. And then it vary quite a Efi 25 approved was 42 Million. Then it jumps
almost double at more double that to 90 million in Fy 25 revised. And then drops down again to 48 million in fy. 26 proposed. That's like the
stock market. So I'm just trying to figure out what House the house that morning double from the approved to revise for Fy 25 and and then drop down what was causing the
fluctuations and what's in that category? >> We'll have to research that and get back with you because we have budget process that we can decked with that in each
department head provides information to asked as to what their contractual increases are in the upcoming year. It could be a contract that has an inflationary cars in it. It could be utility
rates. It could be fuel costs. It could be a number of things and so that's kind of broadly. But to try to dig down to the detail, all have to go back
and look at previous years and see what the exact contractual was and why that is compared to this year. >> Can you comment at all on a flight? 25, I mean, that's the year we're in. Right? And it
went from approved. 42 million up by 48 million to 90 Million. Total between the approved in the revised. >> I cannot I had to I mean that I'm confident we can get you an answer. I just don't
have that level of detail with me. >> Okay. I'm can ask about strategic funding then because in the budget book, $0 for fy.
22 $0 for fy. 23 $0 Fy. 24 then 3 million dollars 5.25. Approved jumps 700% to 21 million for Fy 25 revised
Huge increase and then drops. Near 5 million for fy. 26 proposed.
>> Those are not like things. The 3 million and then the other number that you quoted, those are not the same thing. the 3 million was a super reserve. That was included in the budget in that year. And
the next year it was the allocation is for achievement. Gap strategies. And that is one time funds that were allocated to the superintendent year in because we had funds in the budget to
be able to do that, that they ended up on the cutting room floor last year. Because budget cuts. And as a result,
we funded it with your Ian. >> My recollection of of of achievement Gap Reserve was that it wasn't spent. I mean, we've reviewed that at the year and last year, I think Dr
Anderson talked about that quite like the look, 40 million dollars that if that wasn't spent at all. >> Yeah, some of its been spent. I don't have a accounting, detailed accounting, but again, we can get that for you. But this is
a level of detail that you know, unless we knew ahead of time, we wouldn't have with us here at the time. But I do think it's important that their one-time funds, they're
not in the operating budget there. So they're not ongoing funds. It's my understanding. Is that right? burden?
>> I'd like to stand for high schools. What is the carryover percentage does allow the chair because looking at the information I was provided last Thursday. You know, one of my high schools had a I had
remaining budget of over $400,000. Most high school center remaining budget of are on 100,000. So I just want to understand, you know, for that high school, for example, is
it going to be unfairly penalize when it's high school in need compared to other high schools that might have spent more money during the school year. >> So its 10% for high schools and all of the recall that all
of tmoney that's scoops back after the 10% goes into the year-end, which we have plans to fund, for example, the extra 30 minutes for all
special education teachers and a variety of other topics. But we've made some commitments so that money doesn't. Just drop
in write an unused area drops a new year and we've been approved in August. What those expenditures ours. But it's my understanding this burden that high schools only historically
have been allowed to carry forward 10%. >> Is there any flexibility provided high schools that after challenges are needs, that they might be able to retain more of that. I don't
believe sight. I believe it's 10%. No, but they're, of course, given additional staffing based on the needs-based formulas for their classroom teacher. So they're allocated additional staffing. >> Positions as a result of
being, you know, high socio, economically disadvantaged. Are you assuming? >> That high school is labeled title one. No, it's built into
air staffing formulas for classroom teachers. Okay. One is on top of that for the schools designate one. Okay. Thank you.
>> Thank you, Mr. De Marmon. I know that I'm going to be asked for Covax. I'm going to skip the song. I have a number
questions. time. This Mr. Dunn's questions prompting need to ask some Kelly and the commission first. I think I
think, you know, Doctor Meade and it's that she's 20 can be the invitation with 10%. But I think by history tells that long long ago it was more than
10% more than 10% when things became Har. That limit. decide to pace can be anything in
excess of a certain percent. Got 10% in deferred to hand. some of the reasons some the might have had our John
amounted to end. That was okay. We're saving some money for low-income project. And we used have to screw should be able to use the money, saved
the money so that they can, you know, carry on with Martin project rather and having to use aboard the money. Just the into a new one to 10%. And as
you know that you're the news. You want the money. >> A ball, you know, 10%. could be an incentive People
prompted to use the money and just kept a 10%. So we didn't want schools to do that. What I have the most effective efficient use of funding but
She's from perspective. Textbooks. I central questions regarding textbook funding.
You will need to ask and sends a sinking fund Justin can fund, if you could just explain to us. name is Tom,
how the sinking fund works for textbook purchases. Well, it's not operating fund, which is different from say or grant
fund. And you know, all the other funds that are multi year and they carried the funds carry from year to year. >> the textbook fun is a sinking fund in the operating
fund where we don't normally carry from year to year except for as you know, whenever falls at year end the textbook funds we are. It's it's kind
of like if CPS on that we are allocating funds to the textbook bunt every single year so that we have enough funds when we do have a textbook adoption to pay for it. So it's just where we're
accumulating funds so that we do have them available when there is an upcoming textbook adoption. >> So when you when you say surely dating to fund, we do
put that is a line item. When you look at the bus hit. How does he get accumulated after we on top? The line item for
textbooks. >> just bear with me on a very simplistic example, if we have a budget of 20 million dollars, that's a recurring
yearly budget. And one year we spend 15 million dollars on say foreign language adoption. That's not, you know, extensive across the whole school division. That would be kind of a lower cost item
right? There would be 5 million dollars left in the sinking fund to carry forward. So that the next year when you had the 20 million you would have complete 5 got it. That's
a and understood that. >> Or so when we have a you know, looking at our general budget process. But, you know,
prove are approved. Looking at approve the budget and the device. But it? And he's Ponce. When numbers change
from approved revised. It's a because we are putting in additional money or taking hold the money from the approved is that no, my it's
the revised budget. Just reflex, the approved budget or adopted budget. >> Plus, year in and because everything like all of your incumbent says all of your grant carry over everything
that you all see on the year and item carries forward into the next year and is added to the budget and that makes up the revised event. >> So when you have when he
won the board, board has taken action for Dubai's debt that your and step proposed gives us we the money is going to go
the money would be taken at the So if a particular mine item goes. When finished on one of To another Bullard
would have take action. To make that happen at the year and yet, so I'm going use a Michael that lead on to ask you because are not in numbers
just jumped out at you know, from going to 31 million dollar tax pool for approved to 60 million dollars to Vines. And at 20 to 22 and 45
to 70 full a 45 to 100 right? I have got to go back. thank you. Appreciate it. >> I will take a quick turn and then we'll go to go backs.
Dre. Don't want to ask you a couple questions. I know that this board really prioritized compensation and I appreciate that. We worked hard look to honor our commitments to our
collective bargaining and to our staff, especially considering the we we fall 5 out of 7 ostrander sticks tons. But in order do that, there were some cuts that were
made and we've been talking for about the impact of what some of these Can you talk a little bit more about the impact buildings? I know we're trying to work very hard with principles minimize the impact to the classroom. But if you
could talk a little about what says, curriculum, the monitors, the staffing reserve and even change to the
flexibility in using trades or managing your budget will have impact schools. So thank Sizemore Heizer mean at the end of the not being fully funded will result in.
>> Nully. Supporting the compensation. That we had planned. And will result in fewer people working in the
school division next year. So I think the impact at the school and division level will be. The remaining people are going have likely more duties
because we're going to fewer people, the materials, the social cities think Mister Dunn Race. That question. We're going to make do for a
year. But we know that AF coming up. That's a critical and I think social cities is critical as well. We are able to do the alternative assessments and social studies. We're not in
mathematics. And so we know that that perches, I think, is critical. We're going to so I think professional development, you know, the
travel being cut in half the opportunity. So I think in general, the impact is going to be one of Fewer
opportunities. Honestly, 4 continuing the learning necessary to continue to be a world class. School division in, you know, the spirit here
of the staff and team Fcps is to work hard. Its most passionate staff. I've worked with honestly in my career
we're going to be making do. Be making do with less and continuing to work harder. And I think you and I've had that conversation a couple of times. We're going to reach a tipping point at some point
where her we can't continue to do more with less. And I think we're getting closer and closer to that point. >> I appreciate that. And I would say I do appreciate the
prioritization of Ortiz, especially department shares it how to say no first-hand the work, especially department shows an AR tease. Do especially especially department chairs considering
the number of new and provisional license special education teacher. So I do appreciate the part shun of that. But you know, I met today with some of our social talked about our social worker, a shows one in 1400.
Right now. I know much workers social workers do to help absenteeism to help engage families to help support our students and a justice ministry personalities and
prevent discipline issues from happening in the first place. I know I've heard from counselors about account survey shows a need to have more counselors in our schools again, to be proactive and addressing issues before we
have to get to the disciplined life before. There are issues I know safety and security is a huge concern for many of our families and our teachers, principals and I'm curious how this impacts our ability to
provide additional it, whether it's weapons, screening counselors or mental health supports or, you know, additional people to help with some of the security. And
we've we've talked about even families have asked for additional people the outside to help manage traffic for kiss and ride like I think it's important to talk about the specific things that we've heard advocacy over aren't
even on the table. Can you serve address our ability to continue with some of that work?
>> we continue to. >> Work to address our Rae shows, right, whether it's social work, counseling, kiss and ride supervision. I think
as you've mentioned. The one of our neighboring jurisdictions happened to get from their county board of supervisors, 40 million more than they asked for actually.
And that particular division is asking set a target to be lowest counseling or a show in Northern Virginia at one to 2.50 and are heavily
recruiting our counselors. And since I think our council ratios are not going to be as favorable. It's going to
continue to be challenging to maintain not just recruit, retain our counselors. So to your point, counseling and social work. We certainly
would benefit. I from shows. But right now we are not able to fund that shows when we're not fully funded. So I think that it the idea that we're
going to have staff be able to go out and help with more kiss and ride, most types of things I don't necessarily see that happening because the positions I think several of
you have mentioned our monitors who did fabulous work, you know their role. They provided a lot of support sort of filling in gaps and
the relationship work with students, staff and families. And without those positions, it's going to be far more difficult. I think, to do those little extras and we're
really hopeful that our community will be patient as we navigate these really challenging times right now, because I think that staff are going to continue to work
hard, but there's a limit to what we. can expect them to do at this time, particularly with fewer of them. >> Thank you. And that's what my colleagues mentioned a couple mentioned. We need to
get the money from the state. You know, the 568 million shortfall is is huge and could go a long way. And I know that there's a lot of taxpayer fatigue in our county supervisors have historically
help cover that gap from the state. But there's a lot of competing parties and county, too. And so would a difficult position? You know, because we don't have any authority to raise our own funds were
really reliant on our federal state and county partners. when we have, you know, issues in our county around when we've historically had our county have to cover 70% of
the funding we need to get. And there is. You know, taxpayer fatigue as well. It's very difficult to continue to get that level of funding another short from the state. I think we're feeling the
squeeze on all ends given where we are at with our economy. So what I think it's important talk our by sentence. Our communities understand that there's a lot more that we expect from
public schools in the last 10 years. And we can't keep having those expectations with the funding. So with that, I'll go to go backs. I'll start with Dr, Anderson. And then this man. To Missus Thank
you. Thank One of the things that I thought I heard earlier and I must have missed this conversation was that there's going to be a 3%. >> I guess belt tightening of the school board office. Can
you? Share what that entails? >> It was discussed at the retreat and it entails a 3% reduction of our school board office budget.
>> And that would just go back into the operating fund, correct? OK, thank you. The other thing that I had asked about earlier in the year had a budget question regarding the Superintendent Reserve.
And the answer here tells me that 1.1, 8 of that amount was spent Fy 24, but I don't have any information here about Fy
25. Yeah, again, I don't have that level of detail with me. can raise research it and get you an answer. >> I know. But I asked this
question, March 7th. Now he's and you have a budget question that outstanding know. I asked the budget question. It was just not answered. I'll be happy to share that with you.
The reason why want to investigate that says such not much of it was spent. Clearly. How can we kind of address some of the other issues that
we have going on perhaps utilizing some of those funds, whether it be the classroom monitors, which we're talking about are doing Herculean work and support of all schools or
safety, which has become and not just has become. But it continues to status in the face as a real issue. And I'm wondering, can those issues be perhaps addressed by some of
those funds which have yet to be spent. >> Those funds in some cases are going to be the abl work. So I don't know if the
invoices of come in with that, which is our high school course taking pattern work. >> And along with our achieving get closings
strategies, we're looking at tier 2 materials, particularly in mathematics summer session for students ready for algebra Middle school summer session
so we can most those dollars. And again, they're one time each year are encumbered to do what their title to do, which is close achievement gaps and make sure that we have
opportunities for students to be successful in key academic areas. So what can get you more detail? I think I I anticipate the question this evening. What's the total
that's left of those 2 years? Because you're said what I thought I heard is that it's not in this year's budget. Is
it in this year's budget? Yes, it's it's what I heard a chief get strategy. Many is was carried over from fiscal 24 and to fiscal. 25. Carried
over, but not and the digits but not a allocation. No. And the budget question that you referenced is as of January
31st. There is a note it's a bottom. So this is all of the spending through fiscal 24 and fiscal. 25. >> Through January 31st, if you could just kind of highlight for me and the battle. 25, because I just the
chart says it was fiscal. 24, if you could just highlight that, I would appreciate it. But I also wanted to ask a clarifying question related what this lady had shared the
10% carry over that schools are loud. Is it of what's left or their entire budget of the year? It's 10% of their
budgeted funds in selected categories categories. I'll probably will follow with you. OK, lots of caveats there.
I'll probably follow up with you in a little bit to get some better understanding. And the last thing that I will say because I've I've said this a lot. Our schools have various
levels of need. We have some schools where we may and I'm just using random numbers here, but we may have 100 and students with IPS that will
require support from the special education teacher and others, whether 300, I think we need to be a little bit more strategic and be a little bit and have some sort of
formula that speaks to that need because just saying one percent across the board does not necessarily address what's happening. And I feel that way across a lot of different positions out thing. Take
another go back this time. Thank you, You down this mayor and followed by the Sanderson. Sure. And just before start or be able to keep it at 3 minutes going forward because
we have a lot of time left an let's say so considering. So. Yeah, thank you for clarifying that last piece about the carryover because I was clarifying and that wasn't correct. What I was
clarifying, which was only a set of the carryover. Now 25% whole budget. Somebody corrected me on that one. Correct myself. >> The continued conversation about flexibility. I just have
to again say that division spent a lot of time a few summers ago, especially calling through thousands of social studies lessons and materials that teachers had
created in their best effort that we're no longer relevant, that we're not anti racist. That, know. So again, I worry when I hear things like, well, the teacher just going to create their own thing or
central office. Well, not counting anyone's best intent, but we have been making strides to be consistent. So that does worry me you know.
But to the point about, again, being honest, you know, it sometimes what I'm talking the public in appearances to me. Well, my kid has a long-term 7, their class 6 for how long
term said the whole year. And I say yes, that is the reality in the political environment that denigrates public education. There are a few people who want to come here to work and even you are going
to have to face this awful reality. Now, how do we gauge those people to say no, what you want to do about it? And that's where I kind of go back and forth with being
overwhelmed at what we're trying to do and like the hope that, well, maybe, you know, that just devastates me. But maybe that will keep people engaged. And so but I think
about the boundary advisory committee and the meetings and what you do with school start times and your regular meetings. Dr Reid, I think we need to do that for the budget. I think we need to
engage the community around. You know, we said we put in some of the facility stuff into the boundary conversation and it's really opened people's eyes up the sea.
Well, 14 billion dollars. Okay. Well. But I also think that partnering with those board of supervisors is essential and having a formal way to educate them and inform them and work together. And
I'd love to talk about that on my next turn. Thank you, Pat. You down Miss Anderson Silva, Ms Dixon. I want to make sure that I'm looking at the right thing here. So I asked some questions that earned a
degree, but they're not going to be about specific stuff. So I assume that the money that's left over in these columns is not related to any local school activity funds that are included and no local
selective defense are not part of any of this, OK? So this the money that's raised for for certain initiatives that's still be able to be carried over and it has nothing to do
with that. The 10 or 25% correct. Okay. >> And then the second. Could you have any reckless? And I don't need an answer to this, but do we have an understanding of what the average historical percentage
like? What over over time? How much do schools traditionally our have remaining in their budgets? >> Well, one of the reasons that we allow them to carry over funds is because we don't
want to use it or lose it mentality that because that's when that's just not a good management practice. And and so generally speaking, they
spend it all to 10%. So that they have the 10% to be able to carry over and given greater flexibility in the next year. Some schools are not gonna be able to do that.
You know, they they have needs and maybe they'll have a percent that, you know, it's up to 10%. So some may be a little less. Max's 10%. And they tried to spend up to that
level if possible. >> And so this gave them enough time to flex to change to 25% put back if they need to correct. Because I know a lot of spending happens in May
in order to meet the requirements of the deadlines related to June. I'm hoping that, yeah, they solve it. He leaves and saved a little bit. OK, the other thing that I'd
like to know is that we have I mean, it's a wide variety of budgets for lots of different reasons. I would love us to make sure that we're capturing promising practices for folks that do have additional funds
left over. That isn't related to staffing. I would love to know what they're doing and how they're doing, how maximizing their budget more efficiently so that we can use those opportunities to to
share with other principles because we can't assume principal walking in the doors automatically going to understand how to maximize their budget within an inch of its life. Well, they don't
typically carry over staffing. This is logistics. Money. >> Some of the wealthier schools may very well have
their PT A's providing funding for materials and supplies. And so they don't have to. It's it's not enough for me to
be able to point to anything like 50% of the schools do that. But I do know that school sometimes have PGA's his step in and purchase things for them or provide funds so that they can
purchase things which relieves pressure on their local school activity. Fun. I mean, on there they're operating funds that they can't use. PGA fans love this collective defense.
Either one. We're gonna nations according to policy to fund staffing because all of that has to go through payroll because appropriate taxes had to be taken out. We have a
fiscal responsibility to ensure that iris rules are followed. So we don't allow anybody to pay for staffing out of local school activity, donations or PTA money. I
believe you just. In practice. I know that that me. >> A flex in different ways. Just from my personal experience I would advocated for this before, but I would
very much like us to start doing more apples apples comparison with their surrounding districts. Because one of the things that I've noticed is that we talk a lot about the difference in class sizes and things like that, which obviously would lead to
have her having fewer staff in the building. And so when we're talking about another school district that can pay a significant amount more. Then sometimes it's because they
have fewer. Seth. And so I think that having some sort of comparison between our staffing model and other folks would be an awesome way may be to add to the way guy to give us a little bit more information for staff that may
be considering other locations. >> Thank you. Miss ticks by Miss Levy.
>> so my colleagues mentioned about the advocacy of the community and they how they come together. And saw that with the power of community and members want to speak on a
topic together. And saw that in bond review. Saw that in other things. Unfortunately, the their voice raised for budget. Was that a bit too
late? I think agree. agree with my colleague doesn't need to bring them the community of of what's happening much earlier on the process and
then work together collaboratively. people who are back to scare stakeholder in our schools and fist even working on taxpayers money. So
it's everyone every voice counts. I did want to raise the voice people who have not been talking a lot and they have not yet spoken much in
our sessions and even the budget up hearing is our classroom monitors. I I really feel like there should be a way for again, the principals
to be able to see if they need it in their school. They can do that. So Dre, would that be a part of the flexibility for the teacher for the been
supposed to have monitors? >> I don't know. What flexibility. I think principals have hourly funds. I don't know. >> burden. What is the level
of flexibility? Because essentially there will be no more central allocation line item for monitors.
>> Yeah. So the monitor funding. It's not exactly a per people allocation. It's its that the amount of funding that each school got was based on the largest grade level court. They had. So just, you
know, for example, maybe a really small school, every grade level has to teachers right in our arsenal schools. So their allocation within based on having to teachers, but maybe another school has a
bubble class 4th grade in past 5 teachers. But all the other great deals are for we would have given them I based on that largest grade level as far as the number of teachers, there were, was about $30,000
per teacher position at the biggest grade level. >> So it was how many monitors for school were assigned to elementary school sign. this time just to add Rich. Yeah,
yeah. So I think the lowest number monitor the school had was about to. >> I guess some of our really, really small schools could have won. But on average, I would guess between 3 and 4
monitors. Probably around 3. >> That that's the budgeted amount. Not what they actually implemented. They could have implemented less than that, OK?
>> Because there's a lot of funding for certain monitors. Right is more than this. But chair and more than the AR tease. So home in U.S. position are funded out of
that moment. >> Their their hourly positions. So we do that. They don't have an fte associated, OK? So don't know. Okay. I understand completely. So
again, this could be, again, depending on the flexibility are ready, because I do know that some things, but to bring in extra resources to support in the school of the need like
an extra body year. And I think lot of really get support from that. image schools have definite be an
and the suspect class in the in the player playgrounds and the security and for students in schools and construction and having extra person
watching O'Ward to students everywhere are in the holidays and the classroom. I think it's it's it's a really important so I would I would just urge I've been supples to
maybe find a way if they need the support of the monitors to consider having to have the funds, things. Thank you. Miss
sticks mislead followed Marmon. >> Thank Just want to finish up my comment from a 4. I sort got cut off mid thought related to the one of my
school, which my colleague also mentioned. I just want people to understand, I'm not saying that a school of 300 students shouldn't have a full Our Tina full time. I'm just
saying by comparison, we have the same allocation elementary schools over 1000 and one could argue with technically 7 grades 8, if you've got
preschool maybe that should doubled. I don't know. But I think the main point I was trying to make is that we are
in tough times I don't basically unless something changes at the state level. What I'm hearing from colleagues is that this? It's
going to be harder next year. And I just bring this up because every cut is painful. I appreciate Dr reads
recognition of the short window and the unfortunate situation where we were able to the school system was unable to talk with the people whose position by name was
sort of a line item cut. I'm sure that's not going to happen. Moving forward. What want to figure that out, but also in terms of this. We have a collective bargaining
agreement in place 3 year agreement. So when the Board of Supervisors tells us next year, this is what predicting
to give you. If it more, if it won't match our budget. Aligning with the collective bargaining agreement. Do we start talking then about cuts? Because that's where earlier in the process. Okay. Because
we that needs to happen. mean, this is way too late people need to understand. And then we need to have opportunity to do a deeper dive into. Yes, I
was grateful for a meals tax, but then we also what they had. Indicated would be the tax came down from that. And I didn't expect that because
that. We need the meals tax to help with the amount of money that we need not to replace. So thank you. Thank you. Miss
Lady, Mr. Move all of the Saint Johns County. >> Thank I'm gonna come back
to a funding. First. Correct me if I'm wrong. For Fy 25 on
talking about to see hers. Approved. Amount was about 45 46 million dollars for the textbook. And then they went
up. 205, 106. And was a device. So almost 60 million dollars must have come from
somewhere. And I try to find that because you know, last several days, I didn't really scouring through law 2 from piece of the budget book to
come up with the money. With that, I can come up with the money to address. You know, potential negatively impact that it be path that's going
in from. You know, stuffing full moon change. And in the things and this one out to me.
So I went to done, but view and to see what they're doing 60 Million Dollar Prize putting so many making from 45 it. See putter wasn't there.
Give wasn't my mind, the some something will get the 60 million come from.
>> I mean, we we budget 34 million dollars annually in recurring dollars for textbook adoption. And then if we have spent a year we allocate additional funds to that
because, well, I mean, there's all kinds of reasons. First off, you know, sometimes supplemental materials is decided that we need settled in with cereals to help narrow the achievement gap. They're
also inflationary costs. We're buying more physical books than we had previously. So we try to be very careful with this textbook fence to make sure that is far. I would have to research while.
>> I understand the coast in own budget proposed budget book. Cruz seems to claim that. Next 2 years. 46 million
She's 60 million dollar ends. Less than nasty initiative. 5.25. Dubai's. What we had to team up with adoptions this year. So that's why they reside a larger amount of
funds for fiscal. 25 fiscal 26. Now it Matthew add some comment. >> And just want us to to be more specific about the the
year in budget agenda is where we would have had the adjustment that the board would have. You know, when when the board voted on the year genders, when that that carryover of those project
funds would be. And so because the sinking fund because it's kind of on a multi-year bases on that amount of money that's in there is going to if you're referencing a year and agenda would be in end of the project
section of the year and agenda. >> I'm looking at the unit Fy 20 for you then we're going into and okay for the 5.25. And do it. in the I 60 million
dollars for it. One, not a single penny right intended for. >> that should added in the project. Costs like if CPS on textbooks funding any of those were accumulating funds. They
are carried over automatically. as multi-year funds. So you're not going to see the detail of that. Most of the detail that you see in
year-end is going to be funds that are left over, that the superintendent is recommending be spent for a specific purpose. amendment or just cares what I just would like
request. >> For you provide a written response, this question because I don't understand what you're saying. To simply
push to me. Yes, so that I can go to the next one. Will them? And and another thing that caught my attention, he's again as eyes my time
something had to go back. that's Thank The same time coming. >> So one of the things that I want us to be careful about
tonight is how we discuss. What. Can change in this budget. Because I don't want to give false hopes to people
that there can be changes. We were shortchanged. We have to make sacrifices. It's not good. And from what the projections are for what might
be coming down the pike economically. But we do have to work smarter next year. We do have to do things earlier. And I know that one of the things that I was not here
when collective bargaining was voted on by the board, which I think was very necessary. They do know that some board members expressed frustration because then we can put our hands in it anymore when they
were used to doing that. And I don't know what the collective bargaining piece looks like in terms of us being more informed. We weren't in the room. I trust the people that
were in the room and what they said, his priorities and that decisions were based on those priorities as we move forward, trying to get information out earlier and trying to see, you
know, if the priorities in that room had been like were looking at the budget, we can't get all this funding were willing to take maybe lower salary to make sure that this doesn't happen. I don't know what was happening in
those rooms. I trust that which you outlined is a priorities. What would discussed in the room? But I don't want to dangle possibilities out there and give false hope to some of the
people that that are listening to this. I mean, really hurts me to the core cause. I intimately know some of our classroom monitors and I know
that. But the impact is going to be to them. But I just don't want create false hope for people and I just want us
to be careful about that. >> Thank you. I'm going take a quick turn that will go to go go backs. And since we do have plenty of time, we'll go back to 3 months backs thank you,
Mr. For Justin. >> So just briefly. I think I really like to do in my colleagues mentioned, but having community meetings about the budget. But I do
also think that. Sometimes. Just starting any community meeting with. Here's a reality of our schools because I mean, let's be real. The budget impacts ability do anything.
Right. So if meeting about facilities we need to talk about here is a really rough facilities funding in our budget funding because I do think sometimes our community rightfully has gotten used to
the idea. We have this excellent school system that can do all of these things. Coupled with the greater expectations around schools to be counselors and engage families, things that weren't
expected 10, 15 years ago, right? As much. I think consistency also costs like to have the people to make sure we're being consistent takes people. It takes resources. So
I do think that this needs to be a conversation early and often. I also think that I agree my colleague but more consistent collaboration of the Board of Supervisors and more. You know, so talking
about what our reality is, too. So they're more aware and I'm wondering, well, is to fiscal forecast meeting with them early in the fall. So I'm wondering if our part of the fiscal forecast can be the
most of state of the schools. Because it's really hard for us fiscal forecast because we don't control our fiscal reality. So maybe it's a here's you know what we're
doing in our classrooms and hear what here's where our challenges are, because it not to any sort of way other collaboratively information-sharing because they are a primary funders. I think it's important to share information. And I think that
collaboration earlier more often will be helpful to everybody, especially since we're both dealing with the shortfall so the state and trying to do the best we can with that. I think that's going help everybody with information. But I just wonder
if that's a good place to start. I know we're doing some additional joint committees, the school board, the board supervisors. I think that's another great places to have informal conversations. But I because what you thought about the idea of maybe do like a state of the schools to go
along with the fiscal forecast. You know, I think anything that builds a collective context would be helpful because I think the
schools. Are part of the county, right? The county in the school's wrong on the same team. And I think the the better everyone understands
exactly the situation we're in the expectations and will repeat again. High expectations require high support and we have extraordinarily high expectations here and that
requires support. So the better we understand where we are, what our goals are and what we need to get there. I think that would help everybody. Thank you. I just I know in some my conversations
is giving additional contacts of things I think has been helped. Also, I think we just do that early and often perhaps that will help for joint collaboration. I think of that one. So with that, what could go backs and go go
back some like I said because it plenty of time. We'll go back to 3 minutes for that. And we'll start with Dr, Anderson, following this All right. And this would be it
for My last comments. I think we also have to be careful in what we're saying here and not to be in Cincy or an hour statements that what is happening here is not
impacting kids, not having a full-time special education shares not having full time >> art, he's not having monitors. And then all of these other things that
principles are going to have to do. In addition to the adjusted formula, these are impacting the classroom. They are that there's just no way around it. So I hesitate it's
hard for me to absorb that. We stayed away from the classrooms. Where in the classrooms and I just want be very clear about that. One of
the things I also wanted to raise. I think in your last statement, Miss Sizemore Heizer spoke a little bit about, you know, the limitations of local dollars. Those are real things and we
need to we need the funding. But we have local limitations. So I'm really hoping that we can have some different conversations moving forward. I know Miss Marion has had a
lot of advocacy on that in and we need to continue because that's what the big ticket dollars are. And unless we can tap that, we will continue to be here, which is essentially
my 3rd point and Miss lady also kind of got to this before I was able to we have the tea leaves for next year. We know what the landscape is
going to be in. It's not going to be much different than where we are right now. We have the CBA agreement and it is incumbent upon this board
to begin to have those conversations much earlier, much, much earlier on rather than 2 days before the budget needs to be approved. And I know sometimes we worry about
signaling, but we also need to be preparing. Because we know what the landscape is. And I would like to see these conversations be happening more routinely with this board because honestly, I felt a
little bit like a bystander in the budget process this year, if like it's happening to me instead of being the responsible body for the budget as we are supposed to
be as identified by the state. So those are my big asks, but I do have 2 tiny questions because this is in the community regarding budget. I
would imagine doctor read that the after school that middle school after school programming for the summer VIP camp, which is run by the
middle school coordinators a wee ago on that. >> I believe the county reinstated funding the county originally in February pause
their efforts to plan. >> I believe we're ago on that. I don't know that when I would have to get let Mr.
Horton is overseeing that Dr Ponce. Are you aware where we are and the IP camper? We currently. >> Taking enrollments. Yes, okay. We're so communication
has been sent out because nothing's been received by parents. And again, speaking as a middle school parent, I kind of get those directly. >> Dr Ponce having that communication have been sending everything that gonna
check. Why they have no >> The city in Baghdad, he was announced. OK, it's just that usually by this point and February TEP typically the
registrations happen. And I know since the Board of Supervisors, they just to prove their budget last year. But I have not seen anything and parents are asking because, you know, summer is coming. So I would love to get
that information if it would make sure that you receive it. if me out, put it in my newsletter. That's going out tomorrow so that people know we're back on track with that.
Okay. Thank you. Miss Mayor Paul Bunn, Mr. Men. Okay. So I'm really heartened to hear so much support for continuing
to work better with the Board of Supervisors. And that was something that. >> You know, we said at the meeting with him in February, my question to some of our colleagues here and also to
some supervisors been chatting with Lilly is what's like the tactical steps, right? Like what are the actual things that we do? The action steps. So, you know, I've you know,
not surprisingly mapped out some ideas, but, you know, like really what is it and do we need to rethink our budget committee? Does it mean to say it to people? Well, what that that maybe that is a service anymore, maybe we need to have
a larger budget committee, maybe have the Joint Budget Committee with this The Board of Supervisors is interested in. I think we also need to be very intentional about informing them. I think we kind of expect that they're
watching, but a lot of other stuff going on. So are we sending them a memo? Are we showing you are invited to meeting where they could share an update vice versa, but back to engaging the public. I do
think again, these conversations like the boundary advisory groups is important. And I think that we need to have. Clear limits because I do not want to push the adults in the system to
their breaking point. I'm not willing to do that. And I think we need to send say that a parent's well, we can have X, Y or Z because as a funding cut. Or we just can't do that
this year. And I know this year from our elementary schools, you know, in our title one schools, it was a huge lift to do benchmark. And so can they still do all the other things they're doing?
Well, they're exhausted like we have to again. And when I talked to people whose kids have gone through the system long ago, there was shocked that there's 66,000 kids on free and reduced lunch. A 3rd of our population. Their
surprise. We don't have this or that we need to do a better job at. It. Reintroducing what our county is, you know, and water resources are. But I
really but Dr Reid, I would like that language from you. So that or even to principles that they know how to say, you know, I'm sorry, but we're not able to do that thing on a
Friday night this year. Or, you know, ways that parents can. Maybe it's helping the PTA is or envision how they support you. I don't know. But we just can't allow the expectations to remain so high
with with less funding because we'll lose people so because it went on to say is you know, I think we can do this. I think we can adjust how we
work and we have to invest that time in state funding. If we want to do it, then it's not just something that happens in the fall in January, February. It's every month we're meeting with or school board members were
talking with our delegates and senators and working with our best partner, the Board of Supervisors rate. We're lining our Richmond time. You know, we we can do that. But that also means that we have to
change. What would you know what we But we can't spend all of our time on all of the things that we do. If we really want to get the money,
it's it's going to be a full year and again, I would just love that. Our work calendar every month is prioritizing the budget. only way it's going to happen that were
really like what we want to do different with the story next year at this time that we've done differently. So I'd love to hear your thoughts. Thank you. Mr. Moonfall the Mystics.
It. >> Thank you. County over. This verdict departments will
have a county where. All of the carry over for departments is discretionary. We have huge process. >> Where request funds from
Uri and and depending on how much funds are available, there are reviewed and decisions are made and then that's what's carried forward
for departments based on what they requested, how much funding available? While we're still talking about this. There are 3 or 4 items that
are taken right off the top of Uri and and those are in conferences. Multi year projects school board reserves and they're taken right off
the top in fiscal. 24 carried into fiscal. 25 28 million was encumbered on a purchase order. 4 Basil language, arts
adoptions. So that incumbents carried forward automatically into the next year. In addition to that, we had 32 million in multi year
projects that was slated for social studies. Of course, math and language arts and those 2 items combined about 62 million dollars. And that coupled with the baseline
funds that we always budget for textbook adoption equals the 100 million that you're asking about. >> That's a perfect answer and soil going that the department
can overs. So as far departments of concern, I should be able to see that the yield >> We know it's it's not
because it's it's not detailed at all in the year and agenda. But I will tell you that the last 2 or 3 years we have had a significant amount of funds that we carried over as far as
the department carry over. >> But that is going to change their recruitment efforts and human Resource Department have been fabulous. We are not expected to have the fallout
this year that we've had in the last 3 or 4 years due to the large number of vacancies that we had. And so we've already spoken with all the Chiefs and put them on notice
that the amount of funds available to carry over at the department level is going to be very limited for fiscal 26. >> So I'm assuming that the
iese going to be than 10%. I'm just trying to again, I'm just trying to find that would be my guess. I'm just trying to find money with our weather. That something that a super
intendent would work hard to make sure that. The just like we expect. Since school is to
limit county over to than 10%, than 10%. likewise its one-time money, though. So the usage is limited. I mean, they
can. They could trade it. >> First for staffing for one year. Only that. And that's what how we handle trades. Is there. Identified as one year only positions because it's
not recurring dollars. And so that's the I guess the downside of using carry over is its one-time money. >> You know, one time, you know, one-time money can be used for the one-time
purchase. Do. Right And we I think it's super proposed not to purchase. You actually feel corners as a part of honeybees to propose are that's a one-time funding. You know,
they can be done committee, so. That's just something I'm requesting to superintendent keep in mind that, you know, we are treated the department
just like any other. You know, schools that treat would be treating for the county over. And again again because, you
know, we the scoreboard, what I've bworking with the such a shortened amount of time to look at, you know, put a shower. You know, a ton of games, 2 a shoe putting can
the proposer on this spending a lot of time. A guy, you know, Porting pages and pages and from the budget book and
It's just. You came to my attention that just something Kurd, transparent supporter. Transparent supporter on the
field. This company who provides that information to be posted on the transparent supporter. >> I'm sure it's just dump
from the focus or that. Yeah, it goes to the comptroller's office and they so we provide the numbers and then they get put up the numbers. The
comptroller's office. It's from focus its from air. So that's on us. just this week, yeah, because I happened to be looking you know, going you
know, different departments we have spent the money, horses. I get my own a budgeted for each department and he said And I happen to see a
superintendent's office and owned, just scored initiative, which what's you haven't spent
a single penny. So I mistake. want justice, but he's a sitting there. Yeah, those are one time dollars that we're
using have for the Dr Howard Bell work. We're using it for we're going to be moving algebra into 6th grade in the
coming year yet. I Dr. Upon safe over 30 elementary schools. So one of the reasons we wanted to in terms of those closing gap dollars want to make sure we had to set aside
the one time only dollars to make sure we have materials that we can order. And that's not even going to cover it honestly, cover at least I think 20 of the schools. So
its encumbered. And that's one time only. >> But we haven't spent a single penny the little there. As that date, they come March 30th. Probably. That's correct. Yeah.
>> We don't. I don't want to be reckless and how we address that Invoices are still coming in. >> Okay. Just like the 19 million just sitting there.
>> The onetime dollars. I think that there's an conferences for some of that. The wood, it's the It's less than that at this point. It's one time one-time funding.
>> Last was the first time. We start clock. I think out of time. Can I continue with this you. You know, that's true. I feel too, is the first time
that we had that particular. Sort of like a line item on the issue, putting 10 times his father, he's a transport choose from support is concerned. And the last time
you can spend the money either. It was the money putting about really didn't spend the money this year. To be substantial margin alone. And then having spent a single
penny. I'm just trying to see where that got a lot to a pardon Lincoln. >> Happen to Thank you, Mr. And Yeah, that we can get you the detail on that. But that's
that's incumbent uncommitted. So. >> And again, invoices are still coming in. So. Yeah, it couldn't be used is ongoing.
You know, as one time only money. Mystic's >> if I interject please. Go ahead. When superintendent
spins the achievement gap, we don't charge it to the superintendents account because that's very broad achievement gap. We removed those funds to the correct
account and then pay it out of there. So you may not see the actual expenditure data reflect what he's actually been spent out of those funds. Because when when we are asked that we have to research it
because they get moves to the appropriate account to be able to spend it thank you. Miss sticks. It.
>> So I'm hearing a lot about one-time funds and one-time funds. I'm want to sure the public knows and everybody knows that. >> That this is >> not going to, you know,
keep on happening. The after-school program as well after school program. It's one year funding we got from supervisors is not continuous money. They're not promised.
more than a year. Same thing with our the adjustments making, trying to make principals funds effects of a different fund for A P E R T's
unspent chairs. That's also one time fixed right now. So we still are in the big do dolphin 120 million dollars. That's the bottom line here begin Satan anyway. But the
numbers numbers and their facts. I did want to ask Dre those 120 million dollars a big amount and all this is going to have an impact be planning to do to mitigate
those. In fact, in some ways. And taking that in the out years. Yeah, it's for the adjustments we've made in that I'm proposing for the budget. Address it for this year.
>> I think the with collective bargaining in year 2, we know it's 3% and a step. Our other union is in the middle of negotiating right now and
they'll have commitments that we're going to be needing to keep. So we know if you will, those commitments. And then we're gonna have to look at rest of the budget and really,
I think have a conversation. Number one about advocacy, because I believe that it's possible even in today's financial times to fund the larger transfer, rather. It's
from the state or the county to be able to maintain class sizes and the supports. We know nurture a world-class education. So number one, I think we need to really be
thoughtful about advocacy, making sure we all understand context and the number 2, if we're going to continue not to be fully funded, we're going to need to make some force choices, I think can have a
conversation about that moving forward. Thank you. The Kings going to have not been fun. Fun, fully funded for a couple
of years since I got on the board. And really don't know that's going to change now that the same set of funders and the funding people with different, I would say differently.
>> Right. And coming up federal funds. We know we get about 50 million dollars for our food, food and finance Department from federal government. And I was stolen
that we have the funds do end of this year. Do we have funds for next year from federal funds for the Food food interviews, lunges. There has
not been any discussion at the federal level about. >> supplements for free and reduced lunch. And, you know. Trying not to talk about it
because we don't want them to be alerted Yeah. but we haven't received anything except for I think maybe one grant that we're probably not
likely to get that in the next year. But there is appeal process that we're that we're working through that. There has been no communication about any of their funding sources from the federal government, except for that
one grant. Official communication. Thank you for that. >> That's something to keep in mind just and rainy and
uncertain time. The art the federal money overall. And loss and was wanted to ask about his ill health. We haven't a contract with his of
for I guess is 1.6 million dollars. I wanted to know that how long the contract is. And I think heavy funded fun next year.
>> And effectiveness. Dr Presidio to respond to that. >> I have to check on the contract terms and get back to you on that one. apologize. I don't off the top of my head.
>> And just on that top same topic of I'm sorry, said lot question. But this one, it is about the car insurance for them Louise rage. signal, I
think the hard some Betty. Disgruntled, I guess. speaking about. But that's not being being in gas savings as is dissipated. Have you started
looking into other in Jordan's Reuters, a better coverage and that's a price. Yes, in the sense that we as part of the
agreement with EU, we went out to bid. We went out with an RFP. >> For a new health care plan, I believe on April, the 17th. And so this election advisory
committee is moving through that work now of ranking all of the respondents. And they should have a decision within the next month or 6 weeks as
to what here. Health care provider will be in the future. And we are absolutely hoping that we will be able to achieve some savings and efficiencies by going out
early with this RFP process. >> Thank you. I will take a brief turn 6. We finished. The sticks that we finished, OK,
Jessica, brief, turn. a couple questions I have. I know there's some conversations about strategic initiative funds and some of these other funds. I also know that there's been some work done
around reducing chronic absenteeism. Some worked on on that. You just recently presented about the successes students are having completing unsuccessfully company algebra one and I don't about the top, my head, the statistics, but
it was quite impressive that. How our students end of this year on the outs for one well, if I recall, I know there's been some worked on on inclusion, work on expanding preschool, which so much data
shows is the value of that, you know, preschool is such a great day to indicator for reducing costs and interventions in school and out comes to. Can you talk a
little bit more about? And also I know some of the work is being done to fulfill the goals the street to plant. could you talk a bit more about what those funds are uncovered for planning to be encumbered for? That's actually still able to move
our division forward. I think it's all of the above. The EU's just clarified >> you know, I the we've made huge gains in chronic
absenteeism. The spring sprouts, a Blooming Raiders at center as well as some summer planned programming and real-time materials and extra
that we've assigned to staff in schools and again, being one time dollars are not really appropriately spent on staff for salary because
they're not carrying continuing. So I think there. They've enabled us to really nimbly respond to data because you don't want line up expenditures until you get the
year moving and see where you need to target resources. As we looked at even our Our schools currently in the most
need based on mid-year date. I think I shared some of in our recent session that we talked about data and how we responded. You have to be able to move quickly with
resources. Be the day materials, extra hours. Transportation adding extra buses to schools that need more transportation in the
afternoon. Just a variety of needs. But as Miss Burton said, often their coded off to different departments and then we'll collect and reassemble them at the end of the year.
>> Thank you. And I also know that, you know, our board earlier voted unanimously because of the fact that we failed indicator 5, 6, at the state level to lift up inclusion as one of the
priorities in some of the contracted extra contracts with to bring in some experts on inclusion to help our schools sort of. Going to, you know, to to help our schools really do meaningful inclusion
and so as well as from the strategic initiatives around that work. So is that some of that funding coming out of the strategic initiatives at one time dollars? Yes, ma'm. It is
so so impacting that would also hurt our inclusion, work and hurt our ability to meet videos, indicators. Yes, ma'am, it would another question around some of the strategic initiative funds you
talked Dr Bell's on course taking patterns. Could you talk a little about the impact of that work as well? We've had a long discussion about making sure that students have
access regardless of their pyramid, too. >> The most rigorous academic course work and in particular. We looked at course, taking
patterns. Mathematics was where we started. And so we're really wanting to make sure that we have access not just in 2 or 3 middle schools, but
across the board for even algebra Trig by middle school. And so currently, that's not available across the county. We want to make sure that it is. And DR Bills were
conductor. Gehry's work with went beyond just mathematics, but also the types of diploma and course taking pattern. Students access to when they get to high school. And we
know that has a huge impact on post-secondary success because the course taking patterns and the rigor of the transcript from high school is actually
more important. Then, you know, test scores are GPA. We know that's what the most critical work. Our high school principals have done tremendous prep work this year
and as I mentioned all, but 5 schools started near one. We've got 5 more adding and then we want to bring our middle schools on board because the board discussed in that work session. We know that course taking patterns of
high school need to be planned in middle school. So we had a plan also to move forward with early middle school work this coming year. And the second
part of the high school work. So it's it's a tremendous retooling. also connects to some of the work we discussed around standard versus advanced diplomas and how
we're going to hit the targets or at least meet the conversation where we were at our last discussion. So there's a lot of in that area. That is part of the Chi Ping
cap closing strategies when I appreciate that because I know some of that work. If I would call from one of our previous work Sessions on the Go reports, there was some. >> Concern about the longstanding gaps in some of
our different groups in terms of their access to advanced coursework, right in different schools as well as by different identity groups and along with achievement some of this work is able to close
those gap to work on those gaps on this course taking pattern. It is really critical work that was coming out of the strategic initiative funds. Is that kind of the plan for VI the data behind
some of this work, that that's what it just isn't. As part of it is closing these gaps between access from different groups and different schools of these advanced classes. Yes, ma'm it does. And furthermore, I we've had a
long conversation about. >> What do we do when we have a high school where 6 students are ready for linear algebra, for example. And just coming up also with sort of online
solutions and the ability to connect students from one school to another because it where we have a high school are able to offer that on site. And we have a high
school. Were those 6 students who are qualified and eager and excited are not able to take that course because we don't have either a certificated teacher for that level or enough students to
financially run the section part of Gap, closing strategy dollars to make sure that we're able to find other solutions. And we've talked about expanding our online
academy in terms, of course, work as well as better connections, Inter and interim building to support that. And those are pieces we have to build because they don't
currently exist. And then last question, I know you at one of our meetings in my been a. >> I've been action matters. If I recall, you talked about some of our strategies that you're using to support are
newer teachers can expect what you called it. But is that kind of is that coming out of some of the strategic initiatives and other funds as well? Some of the support you doing to help our new teachers
get up to speed? Yes, ma'am, it isn't it? One of the other projects we've talked about it's Micro Credentialing for Multi-lingual and
>> also for our Universal design for Learning Micro Credentialing and those are initiatives that the seed dollars are coming out of
that. So I I bring all I guess I didn't bring a list tonight, but there's a long list, probably more than we can actually fund out of the dollars that are there. Some when I bring that up because a lot of this is day to, you know, supporting our new
teachers helps them be better teachers in the classroom inclusion. What the so much data on improving all concerts. What some are groups that have the worst gaps special ed students. I mean, there's just data around that
work. >> Including you D L for longer twice exceptional students to in our students with disabilities. The better access some of this work on course taking patterns because how close some of these achievement gaps in access to
higher eduon, higher level classes gaps. And I could go on. It feels like. >> Well, it's not listed in strategic initiatives and over throughout the year. You've talked about these different things. I want to make it clear that's the funding pot
for those. >> All right. Thank you. Mr. Makin apologized and see your to get treatment. You want more than 3 minutes as humans booking at quick me be
grateful if you could just go back your discussion about. >> Transfer occurring money from the special mission is places and just explain what
goes on with that. I was not clear. So. I'm just simple example. If she is equipment.
know what time. The Supernatants Reserve a counter achievement gap account is not an appropriate account because we have to do. An annual school report at the end of every year. >> That tells the state
exactly what we spent on on what and so we wouldn't charge it to that account because it's just kind of a broad holding place. We would move that if she approved the expenditure, then we would
move it to an equipment account. The appropriate one and then fund it for and then we would charge it to their. So it's just getting it in the right place.
>> Right. I mean, I for for me, it's just challenging because we have this this funding there that looks like it's an incumbent, but it's actually come bird and we hear that contracts are coming in
for it. But >> yeah, you're not on the transparency website. You're not going to see the actual that's going to link up with with that. Exactly. But, you
know, that's probably one of the few accounts we have like that and maybe Schoolboard, flexibility, Reserve. Same thing. We're not going to purchase directly out of the school board's flexibility reserve. We're going to move
it to the appropriate account and pay for Matt. And then Dr Reid and wanted to see if you'd be able to speak more broadly about the impact of cuts to central office.
>> What that will look like. The 3% across the board. >> So thank you, Mr. Mckelvie named one of the things we wanted to make sure and actually, I think we're
percentage wise. Miss Burton cut more from the Central Office. Then we did from schools. So each department met, they came up with their 3% of their budget cut and
they met with Miss Burton, Mr. Smith, to review that to make sure, you know, just extra sets of eyes as a team member to make sure that what we were
cutting that will be had left was still supportive of, you know, making sure aligning with our strategic plan and all of us every department
made cuts. I don't we don't have a summary. I don't think yet. I think burn. You've kept sort of a running total, but I don't have a summary be on a
number of if you could clarifying Ali? Yeah, I mean, it's about 7.5 million. And of course, each department has, you know, identified
reductions 3%. >> Most of the departments are using logistics funds. There are some positions that are being. Eliminated, but they
are vacant positions. So there's it's the pun. Is that the actual position? I think there are a few that have folks in in them, but they will. We will be able to place
them. >> You know, like position. And I think it's just a couple, but we're still kind of working through the details. We haven't yet spoken
any of the staff about the department reductions and in any kind of detail. And so we all really want talk about that here before. We've had a chance to actually talk to
this, I would also add that we frozen some hiring, right? Because we're not adding people at this point until we're sure where we where the budget.
>> And completing. Thank you very helpful. Thank As we have 2 more people who want go go
go backs. We have time. So I'm As my colleagues for okay with. All right. go with Dr. Anderson, of them are 3 minutes can please.
>> I don't 3 minutes. You just said something that kind raise mine 10 a little I appreciate not wanting to have conversation about it here since there has not been any, it looks like some folks need
to be informed. But could we get a listing of those positions that are going to be moved to other places cut entirely or frozen entirely.
Was the or is the freezing temporary? Anything is possible at this point but worried? Certainly when the dust settles be happy to provide a list of the positions.
>> I would most certainly want to know what the positions right now that are being cut entirely. I think if those decisions are made maybe could communicate that to us sooner rather than later.
>> Yeah, we'd like to. Thank you. Mr. Meant. >> Thank you. like ask question is regarding compensation 2 groups, if and
not For non, if want to propose are from superintendent is to give a 5%
a pay raise. Alder Dan Holler, employees and those employees who all members FC Fps Somalia
right here. Is there any other group? My nephew? I want be.
And FC fps. Well, leadership team. Okay. So. And you know that they're non if any of Now
it's. It's just those 2. If the EU is operational and instructional. So that's 2 components. And then the Ps at Wendy's. >> Supervisors administrative
yes. and >> yeah And then how are the e part-time? All he's they they're not full time. Like doesn't that yet? They're not. If you you hourly employees or
not. You've said those kinds of things or not in a union either. And then we have confidential employees, which and school board office. could
anybody told me the number of hourly employees we have. >> The subsidy. 1000. But that wasn't. It's just that's a
pretty large number, correct? Thank you. yourselves. since we this is some of month. That could you could come to the
paper. And so my next question. I'm just trying to
the home alone. impact. If we differentiate, I want employees compensation increase purses. Non if he on
our he employees, meaning those belonging to and to see Fps T. What's the one percent
difference between those groups? I want which has many more employees of 12,000 versus. And a couple of dozen
member spots about another. I guess he sees for 200. Fortune and rent. Fcf Pse members. >> I think I understand your
question. It's what's the dollar amount and the dollar amount of the compensation increase for members of EU and then the dollar amount of the compensation increase for members who provokes who are not members of a few. I'm not
church. difference between. One person for vs one person, not And not fpu. Mr. Things
burden is better able answer that question.
>> For our early each one percent is $962,000. 5% for
hourly. 4.8 million. >> Thank you. That my question. Thank you. Thank you so much. Thank you, Mr.
Minutes Mayor. Thank you. I just wanted to get a little tactical for a moment. So up next in 48 hours is meeting.
>> it seems like there are now would be a great time to discuss them since Raul here. That's of interest. And about moving forward. So how do we
get our 12 elected officials and the 10 Board of Supervisors at each of our executives to communicate. pretty tough to do, right. So that's why we have our committees. So I'm wondering
about putting a next step forward where we you know, we have a process with the document and then it's public. Asking for 2 things. One is to discuss the boards. So one thing for says, our board to
discuss our calendar for the upcoming year at a forthcoming work session before we vote on the counter, which the chair has provided a draft are ready to us. So I've already gone
through it and seen where we might want to switch up the cadence or rethink some things. So I would love to know. Can we have a discussion about that before we bring it to vote in July? And I know
our timelines are set, but if this is so important, so I hope that others can support that. And the second thing I'll put forward for next step is to have the chair and
budget chair contact the Board of Supervisors to request a meeting in June to discuss the collaborative calendar together. So the request is for our leadership to request
a meeting to happen in June. And I would say include the meeting to include our executives as well. So a put those forward and I'd love to talk with you all about them. But, you know, unless we
really start to map it out. We're going to have great conversations where we got to get to the action. So thank you. Thank you. And I respond
Israeli quickly. This is you're going 30 seconds to respond not go to go back on that. >> I will. I will work with our chair to to talk about that now. So can work with our chair to talk and maybe find a
survey to the board about what that kids might look like as we're working because I think you be. Difficult maybe to have at welcome to speak to of course, would have to to the board about what they would
like to see for that. And we can kind of build from there. >> Getting a thank you. Missus were hazard. I think, you you know our calendars. All right. So contacting the supervisor's office getting a date, right? And then perhaps we can talk
and figure out, you know, what are some questions you know, ideas to put forth. So thank you so much. >> You will come next Mr. Fresh Fall them are done.
>> So as we've been having these difficult conversations, these past several weeks, I've been in touch with Chairman McKay about the need for our boards, too more closely.
Collaborate and different ways that might be possible. Obviously, I Miss Sizemore Heizer and I can reach out appropriately in terms of work sessions. We will investigate
the work plan schedule and circle back with options. In chairs, notes. This week. So tomorrow, Thursday morning to
gauge availability for board members. I hesitate to move anything around our next work session because it is the product of moving things around and I would hate to move the auditor. General
further off. So we'll investigate what is possible and circle back with options.
Thank you, Mr. Dunn. Thank you. Mr. Britton, so and budget question. 35 and you
provided how much it costs for one percent, 2%, 6%, 7% raise. >> For all fcps employees compared to how much for those
at those percentage levels for fpu only you recall that. And the difference between pay raise of one percent for all
fcps employers versus a pay raise for Fpu only is 3.7 million dollars. Is that correct? Yes. And so if we
were to reduce the pay raise for few personnel by one percent from 4%. That would liberate 3.7 million dollars for spending on other
potential priorities. That correct? I think it's
3 Million. But give or take. The central Office department reductions and you have here in the budget summary, a
figure of 7 million, 457,569 dollars is that representing a 3%? 3% reduction in the
central Office department. Yes, that is 3% of all of the salaries and logistics funding budgeted in each department. >> Okay. And where is that found? The central Office
Department and the budget book. >> I'm not sure what you mean. So I'm trying to find is there an account labeled Central
Office Department or how? How would I? Assemble the 100% from what line items in the budget book. I don't I don't
know if you can, but the did budget book not the proposed. The proposed is a much smaller document, but they adopted budget has each department's
budget. By. I department. So like ISIS finance department, but there may be needed. I've had to look at it, but there may be some things in there
that were excluded like I am pretty sure that employee benefits are budgeted in the finance Department. But obviously it's it's it's for the entire system. It's not
for just my budget. So there may be some some things like that that are for systemwide purposes. But they're so they would appear in the adopted budget that maybe weren't
included because it's not something we cut by 3%. Okay. That's helpful. So how is it
determined to reduce it by 3%? We looked at varying levels as to what we thought we could reduce and 3% was wary indeed.
And what were the different levels considered? Well, we started at one percent and then we doubled it and said, OK, that's 2. And then triple
didn't. That's 3. So we didn't really. robust discussion about the percentage that would be appropriate. But I can tell you, having met with
every chief that the reductions that this was very difficult for them. I just
doing the math at the Central Office department. If it were a line item would be at 248 million dollars. Does that sound right?
>> If a 3% reduction is 7.4, 5, 7 million dollars 100% would be 248 at I trust math. That's the calculation are.
Yes, you're right. So did you. Did do any analysis of 5%, 6%. The calculated it. >> But did not move forward
with those percentages. >> do you have any rate analysis or or any know that anything reflecting what the impact would be at the different levels and no.
>> Okay. I just the one percent, 4%, 5%. and how much of that 3% is consumed by vacant positions, positions
that have not been filled. >> Less than 10. It's a 90% would involve reductions personnel or logistics or other expenses, logistics. But just 6, can you explain a
logistics? Is non salary funding? For example. >> My Fte Matthews Fte Marty's Ft.
>> All right. talk about labor that yes, okay. >> But the majority of the 7.5 million ounces, less than 10 positions that have been reduced, the majority of which are vacant. The rest of it
came from logistics or non salary pending. >> Sorry, I you lost me. And so of the 7 million dollars
and consists of fte positions that are vacant. Less than 10. And the rest is non salary. Starting think Oregon
logistics funding, logistics, non salary So that's not money to pay employees. That's something. To be spent on contracts or other. Absolutely. Okay. So we're not
talking about real supplies. Office supplies PD. >> Software licenses. Those kinds of things. Okay. So so most of the 7 million dollars
is not an personnel. Now at the 4, 5, 6%, levels. The analysis you dead. >> At those levels, there's still more supplies, non salary expenses that you could
cut into. Correct. >> I don't know that you I would have to meet with the Chiefs and discuss their budgets with him. Like I know, for example, my budget. I've
only got 2% in logistics funding. So I could cut all the materials, all the supplies, all the PD, all the travel, everything and I still wouldn't have 3%. So I was
forced to look at positions. So if we did a greater percentage, unwanted and wanted to see what we could get. I would have to meet with every chief and discussed with
because they may or may not have enough logistics funding to take an additional cat. Thank you. >> Miss Anderson fall by same
time coming. >> I just had a quick question. Could you refresh our memory a bow? How many like what is our percentage of central office staff compared
to our schools? So look what percentage of our staffing comes from central office. I guess you're referring to the
non school-based versus school-based percentages and we have the highest percentage of school-based employees in the metropolitan area and 93%. >> With 7% non school-based.
And that is the lowest non school-based percentage in the metropolitan area. could you give us example of the types of people that fall within that 7%? I'm assuming it's procedural support. Liaisons
and what other central I mean, I know we often just think of the folks that we see in gate House, but I think that there are far more people that we're not tracking. So I was hoping >> that we can maybe think about what types of positions
those were. >> Well, it's the it's the payroll who ensures that everyone gets paid every 2 weeks or monthly depending on what schedule you're on. Its employee benefits. It's the
people who manage and the health care plans. Short-term disability, long-term disability in HR. Of course, it's the recruitment staff. It's the salary services,
folks. and, you know, the other Chiefs could could talk about the various positions that they had in central office. I think that one of the reasons this was very difficult for us and why we had to most of the eats had to
go to logistics funding is it's my understanding that, you know, historically it's been pretty tabby to add positions to central office.
And I know in my department there hadn't been any positions added most certainly in the 7 years I've been here, Nora, and I think it went back long before that. So that's one of the reasons is, you
know, in in the last 10 years, 15 years when we've not added to new positions at Central office, I think everyone would agree that the expectations of elected officials, the
community, etc, have grown much larger during that time period that, you know, we're not really allowed to stop doing anything. So we just keep piling on asking your
people to work more. So it's fair to say that across the board. >> In central office and in the schools where we are asking for more from our staff in every capacity because I
certainly know that's true in our office. I know that that's true. And schools for absolutely. As the requirements get more intensive, Dr Reid gave us that statistic and I had done
similar research. We are larger than 11 states. Would you venture a guess that our administrative staff is less than those states, administrative staff as well?
>> Yeah, I think that's a safe bet that aired ministry. His staff is I mean, and you all, of course, have all seen this statistic that, you know, as far as their leadership does, we're at one percent. And yes,
we are achieving some economies of scale because of her size. Then the metropolitan area, Eric Air leadership is one percent compared to 2 to 4% and all of the other divisions around us.
And, you know, Prince William and Loudoun are both half their size. So they're pretty large, too. That we absolutely are. They'll have Salinas leadership in the Metropolitan area. >> And I want to speak to this
because it's something I hear from my constituents quite a bit, too. Is that the easiest place for us to cut obviously would be central office. And it's an easy trap to fall into that. I just want us to be
careful how far we go down this path because for school system as large as ours, we do absolutely need the support staff at the central office level that allows schools to
do what they need to do and to provide the services for those for those administrators at the school level and the teachers and the training and, you know, instructional services and chief of schools like all of those things lead
to the schools that were able to provide support for. So I just want to be careful going too far down the path of pitting central office against the schools because I think
that you are correct. I agree that we are particularly lean and I appreciate the fact that we have so hard to do so. And I know that this 3% hit hits hits hard at the Central Office level, too. And so I
just wanted to say thank you for considering that as part part of it is that, you know, working together, I think is the best way to make this happen. So I just wanted to speak to because it's something I hear hear about
consistently. Thank Mr. Fresh the missing >> sign the statement coming. wanted to follow up on that
and just add some extra central office category. People, our equity beads of going teach everyone in our school and could equity would be do the behavior specialists that come out and support
teachers when they have a severe behavior problems, all staff that supports our community meetings, they do all the planning. They're out there are interpreters that go
out and interpret everywhere. Their central office staff, our leadership team. That aside from doing all the work they have to do, put up with all the questions that we
asked them. So I just want to let you know that our central office staff is vital. I want this is better said by of the letter that we all got today
from and see the paragraph, the last paragraph that says, furthermore, we advocate for respectful and dignified treatment all CPS employees further reducing central office shows a lack of
understanding of the functioning of the system. Well, we unequivocally support our school-based educators and the proposed salary increases the board, the board and superintendent must
acknowledge in word and action the importance and keep luncheon of the staff who performed the vital roles that bill, the capacity of those teaching our students create the curriculum and quite literally keep schools
functioning undervaluing. The stat dedicated professionals, especially given Fcps, is already lean Central Office pending compared to neighboring divisions undermines this is because success of our schools and
ultimately our students each fcps in play. Please a crucial one. The system that nurtures and elevates our students, particularly those who are the most vulnerable. I couldn't have said it better myself.
And I'm proud that I'm the liaison to this committee. Thank you very much. Mr. Dies here. Picking up again for I don't know which founded this. I'm gonna take Mike. Take a turn. And then I will calling
you. >> Go, go, go, go, go back so I just wanted to read a little bit. It's. I hear a lot from the community. And before I
was on this board, inmate in advocacy work as as a parent role. I heard a lot about a lot of concerns about Fidelity, Fidelity, the implementation. Fidelity implantation, consistency, fidelity implementation. You
know, we have these great ideas and Howie implementing it a hit. We hear about a system of schools instead of a school system. You know, I hear from families who have
concerns legitimate concerns at their schools and they reach out for help and I'm casi connecting them with the region office to help them. I think about from my HR lens.
The importance of HR and recruiting teachers and hiring teachers and staff and keeping a building staffed. complying with the law. There's just
certain things that we need to do for an organization the size and having. As a lawyer advised many organizations of the size. You have to have people to keep us compliant
and to keep us running into address the issues that are there I think we all can agree that the most important the most, the really valuable people's on most valuable
people are the teachers and educators directly in the classroom working with our students. Those the ones that we all centering and lifting up, I don't think anyone argue with those. Those are the ones doing the work of the boots on the ground is I colleague
often says, but I don't think we should say. The other work is also not valuable because when you have an organization that's a 4 billion dollar organization, you have to have
high Paula fide. People. Well respected to run that organization to the level that our community expects net level that we need to do not just be legally compliant but
safe. And higher and people and support through HR functions are best staff. Not to mention me that people that you talked about. You know, I
think has been mentioned as we have, I think the largest transportation fleet. In the mid Atlantic. And that takes people to run. And so I think.
issue that we're grappling with here is that everything is important because we are at that place in our budget. We don't want to give up on the work to move us for the
algebra work even got all these things. These are all important. We don't want to get up in the great work on my colleagues mentioned classrooms because we enthusiastically supported that learning for lots of
different data-driven research. Given reasons we don't want to give up on the inclusion work. We don't want to give up in the early math. We don't want to give up any of the stuff because that's what makes Fcps fcps.
>> We can't consistently do that work with fidelity of implementation. If we don't have strong, high qualified leadership to make sure that work is being done with the Delhi implementation and hiring the best teachers in
supporting the best teachers and supporting our families and students when their students are not getting the support, they feel the need in the building. So we've got to recognize that unfortunately, workplace or something has to
give. We can't do it by the value one or the other. And I think that's just an important message to say. We just got to work with our county partners more. We all have priorities and there's a lot of
constraints we're all dealing. We're all in the same situation with our budgets. But I just wanted to say that. Mr. Donald, going go, go, go, go, back and the misleading
after that. Thank you. So burden you were tears. And for 7 years he's had so. 2018,
roughly. 2018, roughly. So I'm looking at the fy 20 22 budget book and that was Scott Brabrand superintendent.
>> And he is listed here as having 6 director port's chief academic Officer, Chief Equity Officer, Deputy Superintendent COO Division Council and
director operations. Does that seem right? Yes. heard a little bit that central office
has remained stable and its staffing. But when I look at the organization chart currently, I see many more direct reports to the
superintendent which is not to criticize anyone or or this organization chart. But it does look like a lot more positions have been at in terms of direct supports that that didn't exist.
Historically, I don't know that I'd characterize that is adding because the majority of those positions, if not all of them. >> That you're seeing there.
We're existing positions that were made into chiefs without adding another position and all of the leadership positions that are funded currently were funded with existing dollars, not new
dollars. >> Is that true for the chief experience and engagement officer that position existed previously? >> That's the one that I'm the least the new year without
have to research that. Okay. It was with existing dollars. >> And what was that position called previously?
>> Well, we may have taken a vacant position and turned it into the chief engagement position. But we you know, we certainly didn't go back to the county and ask for additional funds. We funded it
within our existing budget. >> Okay. And it's also true that the number of positions paying over $200,000 a year as increased fairly significantly
hasn't recent years. >> I don't know that. I'd say significantly. I think that and we did an analysis of that analysis of that recently. if
you apply CPI to those positions, then you know, you're they were at the same level, maybe a little higher than they were 4 or 5 years ago after you apply the
inflation factor. Thank you. >> Stepping in from my colleague real fast. This lady and them are fresh. >> I'm kind of speechless. I want to go back and just
reiterate a question I believe was asked about the fact that our hourly employees or not part of for you. And you asked
that that number because we talk about cutting. Just want to make sure everyone understands. That was a pretty
big numbers close to 6 Million. Was that correct? For the costs? Are the number costs like 12,000 hourly people. But when you talked
about what it would cost per percent, I one percent because the elderly people. >> a 2000 and it's 4.8 million
for the 5%. Yes. I just want Make that point because you keep there seems to be a lot of conversation around cutting the not f e U and, you know, I
just want to be very specific. These people likely make the least amount of money in our system. You know, just like sort of. Very pained by the loss of the monitors. I just
think we need to be careful and its bare-bones its bare-bones. What we have
everywhere. And I just, you know, I think everyone who works in the system for the work that they do, the passion they bring. time they put in.
The time may lose with family. The time they lose to exerciser engage in their own mental health. It's a hard working staff and I really
appreciate you. Thank you, Mr. Fresh them are men. Thank Speak to the org chart a little bit so is my
recollection, is that previously we had an office of Community Communications and community Relations >> we used to call OCC are people in the community would be like, what are the those
letters And we now have an office of communications. And then we also have. The chief experience engagement officers that correct? Yes, All right.
And so as we kind of and barked with the superintendent over the last year and a half 2 years on this. Re org that she's pushed forward. I think it's important to when you
think about the number of direct reports that report directly superintendent. What you're talking about as direct accountability to the superintendent who has direct
accountability to us. And I think that's refreshing. The other thing I would say is that previously we had all sorts of assistant superintendents of this, that and the other. And now we have
people whose titles the line with the work that they do do not necessarily imply an academic. A credential. Many of these people do not have license. Instructional staff
were treated differently. If you're contracting cetera. And one thing that I find refreshing as hired new people or change positions or departments, remember weast of
transportation and facilities. A giant behemoth of 2 pieces of the organization in one is that every time we've been brought one of these things we've been told how the effort
is being what effort is being made to make it neutral or to not incur new additional employees. And so I get the talking point out in the community. Look at the number of chiefs, but it fails to
see. And this part of I think our problem with the budget generally we do a lousy job of communicating. These things were racing on to the next important thing to do. It's like you don't brag about putting out the fire on on how
safe house be is on fire. And so we've done a great job. The superintendent is done a great job and should be applauded for the work that she's done to make the LT more
transparent for the work that it does more accountable to the superintendent who is more accountable to us through our executive limitations process. We get more data on the work of these people than we have
ever received since I've been on the board. And part of me wishes that if people who tell us that they do watch for meetings and I was told you can watch it double speed on YouTube. But if you're going
to watch one part of our meetings, I hope you will watch the executive limitations parts of our meetings because it shows you where the rubber hits the road and the work is being done and
it has the data to back up the claims. So I appreciate all the work that's been done, which probably saves us money in the long run. And perhaps when you do a better job of
bragging about the things that our superintendent is doing on a regular basis to go unnoticed. Thank you. >> Mr. Moonfall that this
lady. >> Thank I believe one thing that we can agree on is that next year? We have this kind of conversation are year and
waiting on tech to these before you have to make a fine budget decisions. I'm not blaming anyone for not. Doing
that. Weighed just this having gone through one 0st to psych her with a collective a bargaining being a in large part of that. You know, I
think the sooner we start having this kind conversation case that County executive. Recommends not to fully fund
to better better finer work product would come out. You now employees within defense
and Provide you up or service. for the future of college students and the community. You know, with that you know, some of the things that I
regret that we haven't really had time to the country ease. You know, besides what's been put on our Tabor by the superintendent with their 10 might have in all the thing too. We could considered 8,
nothing yet. I mean, that we need to have we need to provide We did that kind of opportunity until someone out on street, you know, 10 just
at compared to 2019 compared to 29. 25 2019. And if I-26 with 6,000 nests students, you spending this much more you
have ad spending more non school-based central means the staff and why do have you know, Ed Tomba have gone up from 17 to 25 why the
supervisors have gone off from a 5.93, a special edition of going through 600 to 8700. Why a supervisors from 106, 2 on
most 20 to 16. Look at those because those. You know, money potentially that could be saved could going to. Not
increase size, not cut petitions, not not cut. special education Department chair positions because you know, people came out and
spoke to So got to have those opportunities. Much are and leading once again that waiting one to 2 days. Thank
you, Mr. Miss Perrin. >> Yeah, I just want to underscore about those executive limitations because that is really I agree is really produced a ton of information and something I
was talking with a colleague on the board today with was if we really want to focus on the money and the advocacy takes to get that money, something's got to come off our plate. And
for me, I you know, I helped hire Dr Reid. This is going to be 3 year anniversary and she is produced and she's done it all transparently. And although I would love to talk so much about grading policy
and school food and outdoor learning she's got it. Is it as quick as we want? I don't know. But I am anybody do quicker. And with a clear plan with more transparency, her
community, you know, support is through the roof. So do we as a board feel that we can spend more of our time talking about the money. And really let those executive
limitations be the thing. And let go some of the interest that some of us have in the deep connection because we just can't keep operating like this. So, you know, we've got
the strategic plan. We've got the executive limitations. We've got academic matters. You. How do we maximize our time? maybe it's the committee
structure. Maybe again, we can rethink how the work gets done in on the previous board. You know, we talked about it to everybody wants to be in everything that might be true here. But then creates
bottlenecks >> I think we can do it. We just need to dedicate that time. So again, hopefully we can talk about a work session. We have to talk about publicly. But that's OK, and we're showing the public that we're trying to grow and do the business differently
because things are different number trying to >> keep our schools great. So I hope that we can do it. Thank you. Thank So just a
couple of follow-ups and I appreciate those comments. >> Cole Mr for Snow, get together and talk about which, course, of advisors to see this interest in trying to do a joint meeting junior
sometime this summer will will speak with them. And then we'll I'll talk the chair and vice chair about not not together or separately just might be clear looking at our
calendar next year and try to get some feedback from the board regarding next year's calendar and budget conversations earlier. So what we'll do is to follow UPS and you know, I I will say one of
the things I think it's always been a struggle since I start on this board figuring the board is supposed to be in and
this is a constant to have often people in the community policy, governance and oversight board. All right. We hired executive to do the
operations. And while we we feel that we have oversight power over executive. I do think executive limitations process has been an incredible process for transparency, meta data information and that was a process you brought to us
because I was chair. When we did. The strategic plan started to work towards that process. And you came to us and said here's a way that I can be more in a transparent way by do need exactly
limitations. So I think where it is a space now, this board that I think there's good conversations for us. We had as to how do we really focus on working? And this is a pick up my colleague, man's
comments us now and we focus on work on the policy governance, peace. And, you know, I've talked Dre, but something really impactful work the board can be doing if we can focus on that as
opposed to operations. That doesn't mean we don't have a ton of detail in operations. Their oversight function. You provide us. But it does mean we can't have our individual conversations that you but
areas of interest are topics. But I think if we keep doing that, we miss the opportunities for some really great, meaningful impactful work we can do on the policy level. So I look forward
taking some of the South. I just was my time at start of a stop talking And before we in this video, we have one more. Go, go, go, go, go back to the Saint John County and then we'll end the meeting. So to
what almost everyone has said. But the one thing also want to mention is we don't have to collectively. I mean, yes, we have to collectively get with our board of supervisors, but we can individually start
building those relationships. We can take them to come to schools with us. We can bring them to visit the schools, to see the work that's being done
its the personal relationship. We build. >> With the board of supervisor that represents our magisterial district, but also crossing the lines to other matters, too. Districts and saying come to my neck of the
woods, look at what's coming happening in my neck of the woods because I know my neck of the woods looks very different than mystics its neck of the woods. And so I think extending those invitations and making it a
one on one of possible. I'm a big believer in. Show me don't tell me. And I think the power of people going in and seeing what's happening and not just
talking about it, them seen the teachers them seen the students, Dems them seen the range. We educate kids from 2 to 22 years old. And we do an
excellent job. I invite the public to go see that. We needed by Board of Supervisors to come. Look at work. Because our teachers and our staff are
beyond compare. And so our students, but they have to see it. Thank you. And with that note, I'm going to just a couple for next steps. There
isn't enough time for next steps per se between before this budgets votes in several dozen Thursday's of this. >> Questions issues on this budgets, voting courage to talk to colleagues one-on-one to figure that out. But if
there's next steps in terms of process building towards next will use the next steps. Document for that. Thank you for this year's budget vote. It's going to be in today's so pick up the phone and call your colleagues and and we'll
go from there. Thank you for the thoughtful conversation. Thank you to staff for all your time and we stay tune for the vote on Thursday night
that this meeting is adjourned.