>> Board Budget Committee at off the whole to to order at 05:10PM. Mystic's. The Lady has summited out a quest to
attend tonight's meeting remotely. She's not on. Okay. All right. That's good. I call on Doctor Reed for a presentation on the FY 2027
approved budget. >> Thank you, Miss Dixon. And it's my pleasure this evening to introduce our chief finance officer, mostly burden who is going to present our final
approved budget prior to discussions. So Burton. >> You the superintendent presented her recommendations for reductions to align with
the funding levels that are known this point in time last Thursday. So I'll do a little quick review of where we are
with that. Do we have dream or can somebody click for me?
course. You know, we. Use our resources strategically. All of our schools are fully accredited. These are some stats that we are really proud of the next couple of slides
are, you know, giving information about Baldrige Gold Award and that we recently received next slide.
There are strategic budget priorities. I'm just going cut to the chase of the list of items that the superintendent's recommending next. I'd. Although this one
is worth mentioning dress that I wasn't going to, you know, the HR department, great job and your principles. Of course, you know, making sure that we're fully staffed for
this upcoming school year. Fiscal 27. And you can see that we've had 97% of employees indicate that it's their intention to return. So that's something we're really
proud of. Next slide. And this shows what the county transfer short fall is at 39.7 million. we do have some additional state funds that are
equivalent action for compensation of 10.7. So we're using that as a beginning bounce to bridge the reductions. The superintendent's made recommendations to reduce the
staffing reserve. At a 0.8 million leverage alternate to major maintenance funding. So that 7.5 million reduction extend fcps on technology,
technology device refresh. That's a savings of 5.3 differ. Micro Credentialing for one year. That's 4.9 million reduce the math.
Adoption curriculum materials. That's 4.2 million reduce the Superintendent Strategic Reserve at 2.5 million. And then we're adding in the middle school after school
program and the VIP program. And in addition of 4.2, so that whole reductions are nearly 29 million that aligns
with their revenue. And this is just overview of what is included in the superintendent's proposed what was included in the super intense proposed budget. You
know, of course, we want to honor a collective bargaining agreements with the EU and PSA. We also have some rate changes for employee benefits both retirement and health care. Baseline adjustments,
which is a reduction for enrollment and student needs. But we were able to restore a partially the staffing formula changes that we made in fiscal 26 as well as the special
education department chairs and RT teachers. But that all all 3 of those things have been restored. The staffing formula partially. We have
some multi-year initiatives which you are familiar with, the move in a family liaisons to >> to ease hourly some student
at athletics program funding find performing arts certified athletic trainers K 12 robotics and educator math Credentialing. And again, the additional reductions to balance the budget staffing
reserve, major maintenance fcps on. Micro Credentialing mask. Curriculum materials, send the Superintendent Strategic Reserve and then the
added the middle school after school program and VIP. So the total increase to our budget would be 168 million overall.
And we did pass out the reductions for fiscal. 26 fiscal 27 with a narrative. think that's something that you all had requested. For fiscal 27. The total
reductions are 120.0. 2 million fiscal. 26. It's 87.9. You may recall that the reductions were about 120 million last year or this year that we're in fiscal. 26.
But we excluded the ones that we restored in fiscal 27. So that's why that number is slightly different. county
transfer increase overall is 98.8 million state revenues. 71.1 million. Again, we're hopeful that the state will conclude its budget deliberations and by the end
of June federal revenue, we're not expecting any additional funds and other revenue are slightly reduced as well. Again, for 168 million increase overall. This is the
work session. We already had the public hearing and the presentation last Thursday after this work session. The next thing on the agenda is around the counter is adoption
next Thursday may 21st at the regular school board meeting. I have Mr. Moon.
>> Thank I have a couple questions to ask them the presentation. And the first question goes to 97%. tone
with tension percentage. Could you tell me whether to 97% Okay. Let me ask this way.
Obviously people retiring. So when you. With a 97% that does not include people retiring, correct?
>> But ask Mr. Solomo respond to this. He's right behind As far as the 97 reflects. Marvin, thank you very much for the question. >> As part of our annual staffing process, we provide
school-based employees and intend to return for him. That form is completed digitally. Buy all of our school bay staff members just to get a sense of what their intention is and what they're thinking about for the 2026 2027 school
year and in that form and asks them, what are your intentions for? 26 27. Do you intend to return to your current position that you're same school? similar position at a different school? You pursuing
a promotion. Do you need to pursue a leave absence or do you need to resign or retire? So from all of those options, 97% indicated that they intend
to return to fcps in some form or fashion for 26 27 and then, of course, after stopping season will be able to see what actual Okay. So
>> Mr. Moon: Assuming that anybody tell you, things have responded to So many questions, of believe 82 tone. So and so this will be questions about, again,
assuming the head. The plight to questions. You then implying best in 30% of be tightening. What I would say
is that plans can change at the time. The survey was administered. >> 3% of our staff indicated that they don't intend to return for the 26 27 school year. But I would say, however, is that when you look
at our retention rate year over year for the past 4 years, it's increased every single year. In fact, this current year for teaching workforce 90.9% for employee workforce on the slide. It's
higher. >> I also add Mister Solomon, as recall, we had the retirement night was a lot shorter this year than last
year. And you were telling me how many fewer retirees did we have this year? Hundreds fewer at the ceremony. We honored 180. If you earn.
>> Mr. Moon: 97% on the percentage. But at the same time, that was some might indication of what the John Mark a situation out duties like which isn't necessarily good. And it was. So with hour
staff. If the person he's a retired, the small or what ad ends. Something that we expected to happen. It speech
Monroe for several us just to see our somehow people not retiring. And whether you get Newman information on that. It's I think sounds like all
we have less fewer retired. He's the senior. >> We have a significantly higher rate of retention this I was at a meeting to get for
the Commonwealth yesterday around a new partnership for K 12 schools and the business sector for the Commonwealth of Virginia and one of the key areas they want to work on across the entire Commonwealth
is the educator shortage and staffing shortages and we're right now not in that position. So I felt very proud of the work that our teams are
doing because where retaining the staff we have. So we're very pleased about that, OK? >> Mr. Moon: Okay. Thank The second question that I have is
Stephen Richer. I wasn't looking at the one of the budget questions. And I think one of the supervisors student asked that question a wide
responds. That ease question. Number 3. 4 f I-25 is looks like I know lane I-26 and we have to with their 5.27. But
the response provided for EFI 20's, fog ease. We you know, for tree use, not all. Stephen was are 450 petitions. 5.26,
how many petitions were set aside? As a stepping regime how many have been used up. >> I asked Matthew Nordin to respond to that because he
kind of right turn over the staffing reserve. >> Yes, thanks for the question in the proposed budget. We had utilized 251.2
of the 310 positions through December. And then I can tell you just not publish anywhere. But, you know, since December, we've only used a handful. More of settlers are positions
SOT. My estimate is that we probably around 260 of the 310 utilized. >> Mr. Moon: Okay. And then and now he is supporting the news. Ladies Proposer. using
the staffing region from 310, 2, 240 unions. and super neat and feels that he's so fission to cover next. 2 needs to
think? >> Well, I think it will need to be sufficient because that's what we can afford. so we have to live within our means at this time. But I will say that we when I made my
budget remarks last week, I was very clear to say that the reason we're not the worst budget situation now is that we didn't continue to pull
staff out of a staffing reserve that we actually held the line on staffing. We reassigned staff. We've schools and departments have been making. Do and a very
tight line all year long so that we could retain staff at the end of the year. So I believe that the current estimate estimated staffing
reserve will have to function for us next year. We're going to continue to have to scrutinize every request because we're going to have limited ask access to those
resources. >> Mr. Moon: Thank With 18 seconds. Minutes left go to just make one comment that the last group of the meeting I made a request to for you to provide us impacts take months
and that I know that you did provide information. pretty. quite a few in number pages radio, which I have not had a chance to review. So I
probably have to get back to beating them. Dr. Anderson. >> Dr. Anderson: Thank you. Firstly, I will say some of
the things that I talked about the at the presentation, which is one, this is a little bit. I guess, less painful than I
was anticipating because last year was definitely a huge challenge. And we had over 200 people at the at the public hearing in this last time
around. We had 13 which is indicative of something. I also do want to say I appreciate the middle school after school programming being
part of this budget because that is an important component to community. And I did not want us to be left holding the bag since the Board of Supervisors had your mocked it. And so that has happened.
Just to follow up there. One of the things that you said during the presentation is that it's this year. Do you have an anticipation of next year being? Involve? I mean,
not. Part of our budget. We're funding it this year out of one time dollars, I think are potentially non recurring full costs. The Board of
supervisors have indicated they may not fully funded moving forward. So I think anything that is not clearly and fully funded. Moving
forward means that we can account for this year, but we're going to have to be thoughtful is we have competing commitments often for the same dollars. So we
want to make sure that we're you know, making the best utilization of those dollars, given whatever the county may or may not choose to fund in
the coming year. OK, thank you. The second thing that I want to raise is this document the impact statements. Thank you for providing that. That's something I know you and I
talked about right after joint meeting talked about that last year. I'm glad to see it here because it really gives a little bit of. Context to what
is happening or not happening in our division. I do have a question regarding the Baldrige report, as I think Mr. Smith is very surprised at. Can you thread the line
for me a little bit in terms of that work? And just giving higher level summary impacted in. What did that impact in
terms of savings in terms of reduction? Because I'm not seeing the connection. >> So I think and good evening, everyone. I think that what you'll see is less
of a one to one in terms of the Baldrige process with certain line items, savings. I know that we've answered questions in the past around savings that we'd preps of
wreckage realized based on our ball that work. A lot of the work that we looked at with reorganizing are alternative programs came out of our
review of those programs through of all the richlands we initially as part of the Baldrige application, had a review of all of our major
contracts in the organization and then had an opportunity to look at those contracts. Have you contracts with our Chiefs have conversations about the work moving forward and that
then became part of the foundation for a budget conversation. So well, there isn't a one to one in terms of the process and then savings in the budget. It did help
shape our our thought processes around the budget. But we will see with our report that we get our assessment that we get from
the partnership wrecked Sullins will be several recommendations that they call opportunities for improvement or we can create greater efficiencies. So again, if you
think about our alternative programs. Several different programs for students for adult students in different places. And we were able to
consolidate a lot of that work realize savings to staffing with some of that work. And I think that we'll see recommendations of those opportunities for improvement, which will create greater
efficiencies in the organization, which I hope will point to even greater savings as it relates to programming and staffing for the future. >> OK, so let me summarize
what I believe. I heard. >> Through the work. >> Through that reflection through the completion of the application. What we're seeing right now has just been staff
lead where you've been able to see some places where we could be a little tighter. It is still outstanding that we would receive more recommendations from the Baldrige work that could
potentially lead to more savings. >> That is correct. We had 19 examiner's who reviewed our work from top to bottom both
at the central office level and at the school level had conversations with hundreds, if not thousands of staff members during that process. And then we're able to make a
recommendation to their body, which then gave us the gold. And then as part of that process, we will receive several. They're fees and the
feel if I an opportunity for improvement and that we will certainly be sharing fees with the board so that you have an understanding of where we have
space to grow and or become more efficient. And so I'm looking forward to that process and looking forward to implementing many of those recommendations. >> Dr. Anderson: Sure. And I
think that would be a wonderful opportunity to have. I'm expecting that this will be a public discussion if it is not, then I would we want to offer that it'd be a public discussion so that all public
is aware of. How is it that we're going around about being efficient and being lean with our resources. We could gain a lot of credibility. I believe
if that were to be a more public discussion in our report. So thank you for that. That is very helpful. I want
to talk about the 97% retention rate that was just discuss. And I may need to be put on the go back. I do have other questions. >> Is that all staff or teaching staff have you
disaggregate it that in any way? It's representative of all school Bay staff. Just school Bay staff. Thank you
because here's the question that I want to lean into an I don't know if I have enough time. Lots of feedback from our principles regarding the Friesen higher rating. If we
have so many staff returning, that means we don't need to hire as many people. >> That is correct. And just to peel back the curtain a bit
are hiring volume is for teaching positions. As one example has decreased pretty tremendously in a normal year. We hire about 2000 teaching positions last year. It was
1500. I don't have the full numbers yet after stabbing season. We will, but I'm projecting anywhere between 1,1200. So the number of teachers were having to hire is decreasing year-over-year because our retention rate is
increasing. >> And that's a great problem to have. Which brings me to the connection to some of the other initiatives that have been in place when we did, if I can just finish this question. The other
initiatives that were in place when we did need to have a lot more hiring occur such as the ambassador teachers and the phase. If we are. Increasing
our retention rates, that means we have less of a dependency on those initiatives. How are we making that work?
>> I think what I would say is we're still going to be hiring 1000 to 1200 teachers. We still need teachers. We're still recruiting teachers. We want to welcome high-quality educators to Fairfax County,
Public schools for the 26 27 school year. And we want to engage with these programs to diversify or workforce to achieve our goals around executive limitation for and things of that nature. But we
are continuing to hire. All to go back. Please, Mr. Good afternoon. >> Mr. Dannan: just want thank you all for the work you put
into this. This is a lot and I mentioned best. We can believe that. you know, year ago as a as a parent, I was frustrated that the process didn't seem to be as clever as it could have been in this past year.
You all that done excellent job working through that. I want just build FDR since question around middle school after school programs. I got the chance to visit her program last weekend. It's
really great. And I wish I had the chance. And as a kid I was I was working since I was in 7th grade But I know the the Board of Supervisors, budget guidance references creating a
sliding fee scale and I just wanted hear from you kind of what you've heard from the community about this then what options and what's the consideration for going forward? If you need to do
something that? >> So thank you, Mr. Down I know they're Mr. Harden the group of staff from the division as well as staff from the county have been working
on crafting a model that once they're satisfied with that, I'll be sharing with you as a board because at the end of the day, that is the board decision in terms of whether or not you want to go down
that road. So we're looking at that and possible other options to make up the about 1.2 million dollar gap. I think that the Board of supervisors identify.
>> Determined are not sure how they determined. That was the number of it that 1.2 million, which is would be in question
for year from now. is not insignificant that so we want to make sure that. You know, we'll have plenty of time to die along about that. But I
will provide you that model as soon as it's ready for prime time, which I will check in with the team. And hopefully that will be fairly soon.
>> The smearing Mister Frisch. Good evening start with just a very specific question. I was excited to see that composting. It's something that's going to expand and Marshall Road Elementary is really the leader and doing it
in the students are all engaged. However, they pay for that service out of PTO funds. So in your recent sharing with the board, there was talk about expanding composting
sites. How will those be paid for? >> There are some get to green funds that have been set aside in that budget. The the get to green budget that will be
utilized. Well, I haven't talked to the Marshall Road leaders bed like to know how they can then apply that because the PTA is shelling out $285 per month. For that
service. I think there's also hope that they can compost on campus rather than house a service, pick the material and take it somewhere else because
I think ideally that engage students with the full composting process and cycle of composting. So I think a long-term goal is to not have to contract with someone to come pick up. You know, the
compost that that's something that we can do on site. I just. >> not clear on the plan then. I mean, this students to an amazing job of taking it from start to finish. And so, you
know, if schools is kind of like back when I was trying to classrooms, there are some schools that just organically had it and others that needed the money. So what's the role out here and how can programs
that are already paying their own money get reimbursed. >> At that. So I'll have to check for us Presidio as he oversees that particular aspect. Yeah, that should be
addressed. Please. I've had several people asking that high intense high-impact tutoring. >> Ms. Meren: Can you share where that sad? And is there chance that it will be restored, understand that it's
not being funded. >> Right. The funding for high impact tutoring came in for came from the all in for Virginia grand that we received in those grant funds have ended is my
understanding. So we do what we are partnering with us. Different nonprofits. I know tomorrow I actually have meeting with edgy tutor and
we've partnered with We're looking at expanding that partnership. So I think that work will continue in some way, but it won't be at the concentration level that we had when we had grant funds
for that program. Thank you. Is that a successful strategy? I would have to go back. Dr Ponce is not here this evening, but I think it was a strategy that showed promise
in some areas more than others. But they're you know, they're certainly it's a promising practice. >> Ms. Meren: Well, that's one of those things where if the board can understand better, what investments are working,
then we can know where to suggest money be moved. So I do wish there was more clarity around that. What I was hoping to discuss tonight, more
deeply was the response to my budget question requests about the information technology department. And although ICE shared at last week, think some of this information is readily available like number
of devices and the refresh. And I I do recognize the reduction you've included in the proposed budget to not have 5 million dollars for the refresh, but there are 320.
There are 327 full-time staff. There are non school-based and the chief technology budget. And that's a lot. So I do think that it's appropriate that the board understand
where these you know what the goal is of these positions and if any are vacant. So that was my question. I'm kind of at a loss now. don't have that
information. I just don't have it. So. Yeah, 2 suspects. Non
school-based, but they are listed as part of it even though they are essentially school-based employees. couple 100 of them. Yes, and I had
want to thank you. I mean, I had wondered about it. That's not, you know, a complete answer like something more in writing. I mean, we have almost 200 school-based employees from the chief technology officer. So I guess
those aren't the estimates. Then. So that was my question is we have well, spits into rates to different roles. So
>> I think we can get that information. I know Mister set these out of the office right now. I'm sorry. So, so I so I
do know that the response to written questions being worked on, right. So first, just you know, that you will get. >> response to that, what I can say is that between Fy 20 and fy, 22, there were
increases related to the S P s one to technology refresh rate and those were spec positions and we went from not really having staffing formula to having a second formula, particularly at the high
school level that that would apply more than one to speak to a school right the other thing I would say is that both at T spec formula and the as bits formula related so cue standards. And so, you know,
there is a standard that requires us to have a certain number of technology positions per 1000 students. And so both fit into that category he also
asked about vacancies. I do have know that there are 18 vacancies at the moment right now in. Information, technology. And so that will be part of the response they receive as well.
>> Ms. Meren: Thank Certain is it possible they have that information by Tuesday's governance meeting will be talking about education technology because it really goes hand in hand. You know, what positions are we funding to carry out the instructional
technology? Requirements of the school division? >> We would have to have it answered Biden, especially since now asked for that but
it might be, you know, we need to talk Mr. Sethi and Mr. Per Dr CEO that they're last review of the answer. appreciate that. The vote is one week from tonight. So if
I'm to propose any motions, I have to do it. By Tuesday evening. So I really do need this, We will do our best. Thank And I also, you know,
Spitzer, school-based technology specialists. I've heard, you know, they do lots of different things and we need to be clear what they're doing to instruct kids. The
uniform about it. So that's why like that. The thank Thank >> We'll talk about the
tertiary benefits of a high retention rate. How are we qualifying the lack of additional expenses that go along with not having to retrain. Staff. I think of things like the wonderful,
great beginnings conference that we have each year. If that's being reduced in capacity by. Creating these numbers based on what's been talked about, roughly half are
roughly a 3rd year over year. It's going to be cheaper. But then also from a professional development perspective and I'm entering perspective and all these other things that we think about what it when we
think about a new teacher has an upfront cost X number of dollars. How do we factor in that kind of a savings? Because there are things that, you know, it's very easy when you look at the budget to save while they cut that and that
saved a million dollars, how do we savings around retention? >> Mr. Fresh. It's a great question. And how do you call
quantify and the joining question to intentionally, I guess is how do you quantify the impact right of an experienced educator writer cause? We know that experienced educators, our
they're just more experienced and tend to have higher impact. I will say we would likely need fewer mentors from a turn to Mister Solomon and
kind of your thoughts on how we quantify that. I do. If we also have to recruit less, that cost less money, right? The retention in and of itself. But William?
>> No, that's exactly right. And Mr. I will be going back and sitting down to tabulate what it is. But just off of the top of my head, you have fewer teachers who are coming to great beginnings, right? So when whereas we had 2000
before 1500 this past year, probably 1000 to 1200 this coming year. That's fewer teachers who need to come to for a long and then to be onboarded. All of those
things. Food, fewer a mentor Dre, chaired on need to be assigned to these new teachers to get them acclimated to the division, less professional development for new people who
are needing to come on board recruitment costs are incredibly lower. I'm not having to send my team out as much as we did before. And actually a lot recruitment has been within the locus of this
area, but we still recruiting places where we know we have incredible pipelines. It's not as urgent are necessary to go as far out you can focus on this area within 100 mile
radius within a 200 mile radius. All of those different things. And as doctor each year, it's the value of having somebody who understands Fcps whose acclimated who's bought into the culture and who's excited about coming to work
every day. You can't quantify that. >> So don't want to share queen >> this burden. We did add to the top of each scale as part
of the agreement. Is that correct? So many of our what we were seeing up through 2021. 22 Wright. 23 even some
of our educators at the high end were retiring to leave to go work in the other division. But as we've added steps, they're choosing to stay.
That's a part of the reason. I think for some which again, actually, you know, we think enhances the education for students. I think that's the biggest benefit to be honest,
funded. In addition to understanding the savings that might also be worth exploring. >> How do we redeploy the investment to better support teachers who are on the
bubble? >> Of staying in the system are not especially with newer educators who have already received some mentorship support, special education, teachers, et So I'd be interested knowing that and
being mindful of those types of changes internally going forward so that we can share the story of what success results in savings in terms of
>> I think at our last conversation about this asked burden to project into the future with her crystal ball, what the state would give us. But I'm not going to do that this time because I know I'll get the same answer. But I
curious. We know that if >> the the gap is filled by the state. Those items that
are projected delays or cuts this year will be backfilled. What would be the priority? 29 million dollars roughly right now that we need. What if we get 40 and I know the
question. Is interesting because it could be one-time funding. It could be, you know, renewable funding. So I'm interested in knowing a little bit more about what
priorities we might invest with one time or recurring funds that. But benefit our students.
>> So I think it's a great question. I know that the one time versus recurring is that significant data point. I also want to be really thoughtful
about where we're power setting the coming year because we know what our collective bargaining agreement commitments are for the 3rd year of our. If you
contract the first full year of our. >> FC is PSA contract. And so we also know that we've had
the benefit this year of and then usual vrs benefit deferment, which we've not had to pay and is a division which was a 52 million dollar benefit for us that we know
will not be in place in the coming year. It will not happen as the second year in a biennium. So I've really I've talked with Ms Byrd and because I come from a system where we had a multi-year
budgets, I really want us to think about whatever we do receive in the context of how we're going to make sure next year this time that we're able
to sit here and have a similarly calm conversation because we've been thoughtful in our planning. So before I would recommend the
restoration, perhaps of things that might be on this particular list. I might actually come back and it might be more important to make sure we're going to be able to adequately fund next
budget in some ways. So I think you're going to hear U.S. balancing the immediate needs with what we know, our our long-term needs. So I
think that that's going to be a conversation we'll have to have at that point. >> One thing that I think might be worth investigating. This is not in terms of where this money by being this is. This is an entirely different
tangent you are hearing more and more from schools with shifting populations about difficulties around whether it's middle school theater, whether it's high school choir orchestra, bandit cetera. I
think it might benefit the school division to rethink how funding is allocated for those programs to ensure that there's equitable access to
those programs, you know, and that in in drier years where educator might need to be held harmless to make the gap and increase program you know that
we're mindful of those types of because it's going continue to be a problem. >> It is I think. >> The middle School Theatre's
one example in there certainly is equitable access across the division. What's happening isn't some schools. There's less. I don't know if I want to call it interest or less
enrollment sign up for certain courses which then makes it difficult. 2 staff. If there are fewer to that, because we think CTE is beneficial. We do a lot to promote CTE as
beneficial to students. >> To their families for their entire career in Fcps. We should be considering the same thing for the arts. Agreed
100%. I think everybody just want to first France had OK, quick turn mystics and you want to I agree with Dr.
Anderson. This was not anywhere near as painful as I thought. But of course, I get the benefit of seeing the final product and not the one that has to do all the hard lifting behind the scenes to
get to the end product. So thank you, Dr Reid and lead your team for the work that you've done to get us here. As I said last Thursday, we prioritize and protected the in classroom experience for
kids, which is really what it's all about. That slide show in the 200 million dollars in cuts the quick question on that. That's
208 million dollars in the last 2 f wise. Do we have any sense of what if we were to look at that on the county side of the ledger, how much
in cuts they've made. It's less okay. you give us a second, we probably can look up the You know what can say
without getting. Overly specific is that it's the county's reductions over the last 4 years have >> In the 100 million dollar
above 100 Million. But less than 200 million, we'll try to findings. I was just curious, but we had its last, you know, maybe by about 60%. All right. Thank Are.
>> Markets are greater than the counties by about 60%. So so are 208 Million. The numbers quoted by the county where a four-year reduction that was in the neighborhood
of 13250 Million. If my memory is serving me. So what will get the exact number, though, cause I don't want to leave without, you know, with just me off the cuff 13250 with
exactly Okay. And I heard a lot from the community on I think. >> Most people around this table have on the middle school school programs in the VIP summer camps really happy that we're able to continue that an obvious are going to
have to figure a long-term solution. But foot in front of the other as this business goes. thank you for
everything, >> So thank you so much for this budget presentation this topic discuss, as my colleague said, this was definitely a
hard budget to do this year deductions at any point for any any school division. It's it's hard to do, especially affecting the student population. Lucky thanks to
new Hartford does that reduction did not come to students and teachers and direct the education. But all this is in part and the 28 million dollar VR reducing
are being on funding. It's everything there's it's very important. And I I I just want to be like, you know, for next next it's just going to get of
it. You know, off if the county or other funders are not meeting their mark Vdot, you are going to get to the stand the best school system and in our state leading in
the com country. Soul. I wanted to ask and then a bit of R D a Michael Credentialing funding. And that's 4.9
million dollars what does it entail? What kind of that Michael credentials? >> So we intended that to include Micro Credentialing
for Multilingual Student Micro Credentialing Mask. Micro credentialing. We had universal design for learning
credentialing for the staff with our inclusion work. So just a variety of bringing opportunities for our educators to gain new skills
and upskill and receive credentialing recognition for that. Yeah, that's that's a tough one. There to an off on
the see the map going go in. We all have been working so hard for to math textbooks in their school. >> most of this and I middle school after school is kind of the worst situation for me
every year via that that situation there like RV going to get funding on this and RV going to do it next to now funded this year. But again, next year might be in the same situation. It can be
continually if don't get funded by our funding partners. I thing we are really making lot of far population students and our families are 8 ins and anxious
about it. So I don't like this of the definitely need to make sure that is the get proper funding for all our programs, jars specially going to
students helping them and that that phase of life. I have also gone 2 minutes left school program and Rocky run and they do amazing work there and EV. And I think almost
like 1200 kids, you know that parts, Pete even doing the whole the are like different program. So I also wanted to
mention about than 2 years ago when I got on the board dealers seeing staffing shortages. Sure. We were like talking about the one have enough teachers and and credentialed teachers and looking at like growing our
own and Dr Reid. You presented him many times how the crude and retain teachers Fcps. We were at 5th 3rd, the 8 in a salary range in the
neighborhood. districts the and compared to neighbors. This tree coming from that to be able to say we have 97% attention trait. I want to
give a huge. For a still must decide when he's not here right now, but it does amazing work. And Dr the leadership does. It is amazing to see that we have that kind for
says I'm going to back, but I thank you for this budget. >> I have for first Matthew. Sorry. >> Yes, I just want to circle
back out of being able to locate the number on as of the county's advertise budget there for your total productions. They quote, as being more than 124 and a half million. That includes 6.3
million and across the board actions in Fy. 24 reductions in fy. 25 26 of 34.3 51 million respectively. And
then the 32.9 million in reductions that were identified in their advertising budget. So mask on those 4 numbers. One, 24.5. And it may be slightly
impacted whatever the board actually finally adopted in the last couple of weeks. Thank you. I have Dr. Anderson. First for a comeback.
>> Symone was first. Respect. He was first. So were you for And the doctor, a nurse, and then year. >> Mr. Moon: Thank Thank you.
Sit down I have a few questions starting Mscs. I'm saying that cooler at school
program for summer. Feel to >> I believe there's always been a fee for VIP dollars. >> Mr. Moon: I'm talking about the comic Con. You would
expect to generate one plane, 2 million dollars. Thats not. >> This and I think they expecting that to be within the most. The after school programming during the school
year was my understanding that Mister Horn colorism on it. That's the school year, Correct? OK, thank you. The second one has to do with the perception.
>> Mr. Moon: On Page E one this. Approve the budget. Somebody revenue adjustments because we had been saying that.
>> Mr. Moon: county >> Mr. Moon: was under funding us by 44 million And then 39 point. That's what the company to be saying. It's a 39.7 and
we've been saying to 40 full that's not gap. you seem to be on you know, document was simply using county's metal doing the math rather even
though the explanations statement right artists. crews come transfer to prove was the center. Now, I would have hoped to see to be consistent
in presenting to the public that actually get that will give us a full the full not only 0.9, 7, and I hope that, you know, Super Nintendo would consider that as you present
to the public that Gabby's 44 not going play 9 overall. >> 3rd one to do with laps. One me. Develop the bus.
superintendent has had to assume so 2 naps rate for the next school And the put that into budget. A sun shines with such high percentage, almost
every Tony. Indicating that every time. That to work, stay with the work, the naps. How does that affect a little some
something that not straight. But the next we reduced it. >> We did use that. Yes, we have already accounted for that in the fiscal 27 budget that we would we would. Have
less laps and turnover because every 10 cases could you give me the number how much that you know, I'm stunned that for UK. Yeah, thank you. The last one is to do with the state funding. please come talk to
me before and this teacher wrong your recommendation could come. I mean, we don't have the money at from state. So. If and when the state
Senate will summon us and just one then and he sounded easy for you the you might concede recommended to the board. He's
had a lot packed feeling. This cuts setting aside, so on what to do with even people want to f*** her potentially difficult budget situation in the
following year. With perhaps, you that. You know, pianist, pension payment, you know, from with that great that we have to pay. Michael, that to
he used to be so have to pay more money. So set aside the money is that. Did I understand you correctly?
>> What I want to make sure am clear. How does that? >> We? >> Mr. Moon: So you don't want medical backfield these cuts without the someone that
wasn't enough and >> my fairly pragmatic right? So I'm always going to want to look at what are all of the choices in front of us that are good for today and good
for tomorrow, right? Because we're we're not to. We do the luxury to just budget for today. We have to be really thoughtful right now because we have more so year
negotiated agreements with our labor groups. As well as we know, certain needs that are upcoming that are predictable. We have to at some point order
math curriculum materials. We really do have to make sure our staff have the appropriate training and so forth, right, that so we're going to have to catch up with major
maintenance at some point. So we know we have high needs. I just think we're going to have to have a thoughtful conversation depending on what money we get. And rather it's
ongoing. Recurring funding or whether it's going to be one time only dollars. And then where our largest needs because we know we're facing
another difficult budget year in the coming year. >> Mr. Moon: Talk to me. I don't disagree with anything you sent. concern when you get
more funding from generous because we have me, you know, we had to be presenting to border with Supervisory T's needs. Now we're making a consummate 30 million We additional money from to the
assembly. Oh, well, we're going to set that aside. You know, cannot. >> yeah. >> Mr. Moon: Then going to set that aside for the future That means board of Soup and the could interpret You didn't
actually need to use money from the get-go. >> So I'm not saying tonight that we would set that money aside. What I'm saying tonight is I think that as we continue
to be underfunded as a school division, we're going to continue to have to make difficult choices. And as I said last week, it is not
sustainable to continue to ask fewer and fewer people with less resources to continue work. That is the expectations are huge there. Hi there. Hi
from everyone around this table. Everyone in this county and frankly around the country follows the school division. And when you have high expectations and your support doesn't match that you need
high support expectations. And when there's not a match which you end up with his high frustration and we're not going to continue to get the high achievement that we're
seeing right now. So what I'm saying this evening is absolutely we needed dollars that we asked for and we're not going to get them. Obviously at this time and we
don't know what the states going to do. The state could come through with significant more funds which enable us to do what we had planned to do. But in the meantime, if we're
not able to continue with major maintenance and we're not able to continue or 2 follow through with purchasing curriculum materials. Those are going to have a tool in
the system. So we may look at state dollars depending on whether they come as recurring or one time and say absolutely we have to backfill these things. And we may say golly, if it's all one time dollars,
can we afford to? Are we better off? So I I want to foreshadow that that's a conversation we're going to need to have because the vrs payment is so large for a
county our size. You know, 52 million dollars is going to be significant, which we did not have to pay this year.
Thank Yes, sir. I appreciate the clarification. I'm glad asked for me to clarify that. Appreciate that. >> And the stage on coming for
your first round and Dr. Anderson, for a comeback. >> Ms. St. John-Cunning: Yeah, I want to, you know, referring again to slide 8, which at our last meeting but was
characterized to savings and it really is into savings. It's it's a cut. And every.
What it represents is is not saving sacrifice. We're having to sacrifice certain things. In terms of the middle school after school program that I
remember when that program was initiated and it was initiated as a county program. That was anti gang program to help solve.
>> Youth being occupied and not being out in the community when there was an increase of gang activity. was that it was placed in the schools and we were very successful with it. And it
grew. The fact that it is successful doesn't mean that we have to sacrifice the funding for should be the other way around and it should still be funded by the county,
not as our general funds. So I just want to make that very clear, because when it was initiated as a part of an opportunity neighborhood
initiative in certain areas also want. Lawn to for thinking long term because when I first came on this board and I recognize the
creek that has come into schools of the services that we provide that are going to only increase because what our economy is. We provide
wrap-around services, the mental health needs of our students are going to be on the increase when they have parents that working that have financial responsibilities that they have to face. That this in Clute. That even
includes our teachers who a couple, baby there, spouse or partner has been laid off from the federal government. We have we have food pantries in
our schools. We have food markets in our schools. We have clothing, closets. We have supply drives. That's only going to increase and if
we're not going to have funding for this, my first came on the sport. What I wanted to see was an increase in social workers and counselors in family liaison because what has happened is the schools are providing
those services and we're making sacrifices just to have maintenance, basic maintenance. And that's a frustration for me. And I just kind of wanted to that out there. And I just want to
commend you for doing that. I I want to commend the ball to support for everything we're doing, but we will. We have to recognize that we are sacrificing a lot of programs and we're sacrificing serving
our kids in not just the academic areas, but in other areas as well as staff members and our community members. And I really want to say that investing in staff. This was
helping with that retention rate. And I want to mention that it's just not teachers, its staff like a good administrative assistant is worth their weight in gold. A
You know, a good clinic aid worth their weight in gold. When you have people that have to come in and be a good, a good finance tech, he's worth their weight in gold. So when we're talking about this retention rate of stop, it's
not just teachers. It takes more to run the building than just teachers and not not putting teachers down because obviously that's what we're in the business of. But there's a lot of work that goes into the operation of that school
building. So thank you for your work and thank you >> thank you for making it not seem like a difficult year, but it what? But it is a
>> Dr. Anderson. just want to go back to the questions regarding the tension just to be a little bit more pointed given that we we have such high levels of attention, which is a great thing. Does
that reduce our dependency on other programs? Because right now, as you talked about high frustration not to read. I've been hearing from the principals in my region where they are having high levels of
frustration because they are unable to hire who there are describing as highly qualified experience, individuals with speak exactly to what you just talked about. Inexperience principle. I'm sorry. An
experienced teacher. Is a different beast in terms of impact. Then a new teacher. And if they're unable to hire experienced personnel because
they have to leave room for teach for America teachers, which you know what my thinking is about their training as well as Ambassador Teachers. Should we be
reducing those numbers given that now we have increased retention. Should we be reducing ally, our dependence on those other 2 initiatives which we needed. When you got
here, we needed to turn every stone. >> Thank you for the question, Dr. Anderson, I would start by saying even previously when Fcps had exorbitant numbers of
vacancies, these programs are not stopping solutions and fact a genuine exchange visitor visa programs like participate learning are not branded a staffing solutions. They're meant to increase
global exchange in a school division or in an organization cultural exchange within so that our students so that our staff members and so their families have access to that level of exchange so that we
can have a supported global diversity adaptive workforce. And so the that knowledge can be taken back in a period of 3 to 5 years. So saying all of that to say it's a matter of
making sure that our workforce is representative and reflective of our overall student population as it relates to hiring highly qualified, highly effective educators. know that that is
happening. We're hiring some of the best educators in the country. Not only from these programs, but also from our colleges and universities who are graduating. These amazing programs from teachers who are
coming from other school divisions not only within this region, but around this state and nationally who are wanting to come work in Fcps 1,1200 teaching positions that I'm
anticipating that we're going to be hiring for the 26 27 school year. It's far lower than what we've seen in the past, but it's still not insignificant. We're hiring. We've been hiring since
January. We want to make sure that bottom line, all of our kids have access to a high-quality high-impact educator or other professional. >> I appreciate that. But I'm not sure that my question was
answered. If principles of being told that you cannot hire a person who is cut was an experienced teacher coming from another division because they have to first place tfa
teachers who've had weeks of preparation that to me it's not an equivalent it's not equivalent. And I don't think that should exist. And that's
what's causing a lot of frustration. And I know that we have a contract with both Tfa and with Ambassador Teachers. So and the in the space that we're in where
we're having greater retention. Should we be thinking about reducing those contract numbers so that principles are not feeling that high level of frustration that I'm hearing about right now from multiple places. And
I will also say this. I appreciate the fact that we are wanting to have a diverse workforce, but where these people where these being placed more and more are just
the title one schools, because if I'm incorrect, if I'm just please tell me, isn't that tfa contract to place those teachers in title one schools
and these are the least experience, the least prepped individuals that were placing with our most vulnerable and needy U.S. students.
>> Dr. Anderson, I would start by saying that. The pressure that you're probably hearing from principals is not isolated to these programs because of what we've had to do to right-size our
workforce. We've had to reassign hundreds of staff members as Dr Reid has shared. So the pressure that you're hearing in the pressure that people are experiencing is not isolated to these 2 programs
were recruiting exactly 30 participate, learning teachers and exactly 20 or 25 teach for America. Teachers. It's hundreds of internal staff
members for whom we've tried to preserve their salary, their benefits and their union negotiated pay raise. That's where a lot of that pressure is coming through as it relates to external hiring and
hiring others. We do continue to hire. We continue to directing advice, principles to refer those candidates to our human resources team so that we can keep an eye on them so that we can make sure that they're spotted for the 26 27 school year. But we've
also had to be thoughtful about our internal people to make sure that they were reassigned to make sure that we met our contractual obligations to them and that they had a job for the 26 27
school year. I anticipate that next week. More and more of that hiring for people who have held as early hires or for people who have been given early contracts, that's going to kick up over the next week.
It has been kicking up, but we had to prioritize our internal staff members. It's not isolated to those 2 programs. >> Dr. Anderson: And I hear you, but I am going to also respectfully disagree. That's not the concern I'm hearing
and Dr Reid knows. I've been very supportive of the fact that she's been trying to right size. We're holding steadfast of the formulas. we're trying to trend where we
are able to. If that means being holding schools. The formula great. If that means holding space for individuals who already announced system. I mean, been through that hundreds of times in my
career, but that's not the point that I'm raising here, but I'm going to pause here and ask my next question. The Board of Supervisors had identified 3 different buckets
of of dollars. The 11.4 for the school transfer. The 7.5 capital construction. And then the 4.9 for the after program ends help me better understand
where the 11.4 in the 7.5, how is this weaved into budget here? We can see the 7.5 has been moving into the that's
what we're pausing. Thank you so because we need the 7.5 for other things. more I guess we certainly needed the 7.5 for maintenance. But it is what it
is. And the debt service traditionally had been funded outside the general transfer as well as my understanding this burden to want to clarify. >> Where that landed in all of
>> The debt service is always been additional thing on top of what the operating that what was different this year is dedicating the 7 and a half million and the 4.9 4 middle
school after school programs outside of the operating fund. >> Did I get an answer to my inquiry? Because I sent a question to you to go to the Board of Supervisors regarding why we are doing this this way
this year. They're still working on the responses that school board members asked we got a couple in today. We should, you know, I hopefully will get majority of them
answered very shortly. Thank you. I still have a couple more question couple to go back. To follow up on the conversation about teachers and other place remembering
during COVID we had a teacher happened to be that we have teacher and she had to leave because it took a particular in a family member says she was dismissed with prejudice, which means that she would have a harder time coming back
in and then months later, we're in dire need of teachers just like her. So she contacted me and we looked at the regulations together and the regulations were adjusted to allow such a person who had left during these dire
circumstances. Once you know, in a million years. And I wonder if this is one of those opportunities to again, not that we're flush with extra teachers, but I certainly
would want to prioritize having no license experienced teachers ahead of Teach for America. Staff members or participate learning because even if it's one in 25, if that's your kid, you want your
kid to have the best teachers. So I think we need to do more around that may want to raise that because we did adjust the regulation for the Times back then. So I want to be really
clear. >> The are participate. Learning teachers are exceptional experience. Teachers. These people have to minimally have at least 3 years experience many have 7
or more. Excuse 8 at many of them at 8 to 10 years of experience over 16,000 global educators apply for about 700
positions. So the best of the past are selected. We've had several of our participate learning educators nominated for teachers of the year and the regions. These are not I
don't want any participate. Learning teachers who are watching this evening to walk it to have any other belief rather than they have my full confidence. And these are
strong experienceucators. It is true that a couple years ago we had I think there were several dissipate learning educators that we did have to
ask to not continue that recruiting issue was addressed and we have not had that situation sense. So I just want to be clear that we've got a lot of educators working
really hard. And I know we all understand that. So the Teach for America candidates and teachers to have less experience. However, some of
our senior leaders, even our former Teach for America alum. That's a great program that provides strong mentoring outside even our mentoring. So
I do believe we would not leave an educator in front of students that isn't going to do exceptional work with our students. So I just want to be clear about that. Thank you for clarifying. And I do
apologize that it understood that because know that I mean, I have heard wonderful things about crispy learning teachers and I've long admired teach for America. >> But having someone who did 20 years ago, being a leader now is different again, then
having that teacher in this stand this time. So happy to have all these resources, but just want to keep prioritizing as many experiences as we can. And again, just want it touch
on the regulations. You know, things can be changed meet the Times. So I also just want to underscore that now this is the second year in a row, the Super 10, the school board. But assuming we're going to
decide this are now going to halt by new curriculum last year. It was social studies. This year. It's math. So having to be on a meeting last night and there is a
discussion about well, you know, the schools are fully funded in the mountains, not you know, it's the same. Well, yeah, the schools are fully funded per what was given what
is being given. But what are we losing? Well, we're losing new curriculum. We're losing teaching kids the better ways to, you know, to do math. We're doing great. I know. And but see, that's also the
problem where we continue to show our amazing school division and our staff. And we even had that great hand out the musicals. But we tout the success. And at the same time, as you said, Dr, really, we're kind of the bone and we know
that our staff just can't keep churning out. And I feel like that's attention. I do think we could be better about, you know, Lake missing John-Cunning said not talking about adjustments, talking
about cuts. Look, let's be real about what these things are. I think that puck handling matters on another subject. I'd ask for information about the amount
of annual operating funds that was being moved towards facilities for major maintenance. And last year, there was a nice chart about that. And I would love to know
where that stands. Please. Yes, ma'am. I know Eric was working on that and Lee. Mr. Barnes, not here. >> Yeah, I I I don't know what
chart you're talking about, but I can tell you that. >> You know, we had increased the major maintenance funding in the fiscal 27 budget by 3 and a half million. And so
this 7 and a half million that we're going to use for the operating fund instead is really only every direction of 4 million because we had already built an increase to
major maintenance into the operating fund previously with super intense proposed. So we continue to money to repair
age facts and maintenance and floors and ceilings from the classroom instruction to maintenance. >> Ms. Meren: Because of the cuts that we're having to resolve. Yes, ma'm. That would
be correct. Yes. Thank you. One thing I'd like to do is be communicate that a lot more clearly. I think it's important for setting up our work to better manage our
facilities and receive the support that scene from the Board of Supervisors. Mr. Fresh. I think I may have
confused. >> Things a little bit here when I asked about like if we get extra money. And distinguish between one-time or recurring. The point I was
trying to make is that we have itemize these cuts that may be fun. Double based on what we get from the state. But we won't know for sure. And correct me if I'm incorrectly
stating things here, we won't know for sure until we know exactly how that money is being given to us. the second part of my question was, what
if we get more than we've asked for and your response was will have to see the structure that money comes in and then also be mindful about the next year's potential
budget challenges that I caps like that yes, sir. Okay. I think I modeled the water there and lead to some confusion. I got one e-mail about it already. So parents
comments about thinking on the regulations. I recall the cars, the there were several educators that reached out after after COVID. One of the things that believe this is
Virginia code. When a teacher retires because of They have a six-month break before they can return. But only 2 positions that are critical shortages. If I'm not
mistaken. >> Sorry, it is that one month, 60 days and it they are licensed to teach a position that falls under the critical shortage provision which changes every year video. We
put out a new list. We do have the ability to hire them back and that's reviewed on an annual basis as that was can change. And I think the reason for that is because of
>> areas with how the arrest If I'm not mistaken, perhaps one of our program initiatives next year should be re looking
at how that's assigned. So we do have greater flexibility for hiring experienced educators who want to return to the profession. I have talked to over the years. Many people who retire and then
want to come back soon sometimes retirement doesn't have the same way than being in a classroom full of kids right >> we by no means should be,
you know, a a. >> Helping teachers reach their retirement only to find that they have to come back to teaching because they have no other choice. But if they want to come back to teaching, we should be doing everything
that we can to make that possible. So I'd be interested looking at our legislative program to see if there are things that the state level that preclude us from doing that. And if at the regulation level, is there anything that precludes us from doing that?
We straighten a lot of the issues we had with Bringing an experienced educators for substitute teaching. Perhaps we could take the same kind of focused attention to folks who want to return to the
profession, even if it's only for a couple years because you know, being at home or whatever they've decided to do in retirement isn't scratch an itch that they but they want.
>> Agree and anyone out there listening, he's an experienced educator. He's thinking about coming back. >> Please and an application. We would love to have you
back. So yeah, thanks. Okay for Around 3 Dr. Anderson. >> Dr. Anderson: Thank you. As
you were talking, I heard lots of terms that I liked, which was, you know, it's pretty results and, you know, pinching pennies, making sure that we're being as for eagle
as possible and thinking for next year, not just living in the moment. And I would be remiss if I didn't share with you. I got more than one question since that article came out and had been
approached by a number of teachers. Who are good over the the doctoral program, investments that we are making that is being made by the
division, the primary comment has been. These are individuals who already make significant amount of money. are we investing further and
to their education? So >> please provide an folks. Sure, I think over the last 5 years we've had 8,000 staff benefit from tuition related
intuition based programs. It's a key retention strategy. Investing in the education of
staff is a strategy is to cross all sectors. The government uses it industry and educational institutions. Deloitte's recent research
show that for every dollar invested in higher education for educators or staff across the board. So $1.29 R a y and creased efficiency
productivity. Innovation. So they're really strong reasons why that's important. Dr Ponce the team put together an
opportunity for staff to apply for that experience. And it's my understanding that GM Hughes reduced rates. Some of the funds are grant funded,
but it is part of our tuition based program for all staff. And it's a program, honestly, the program and the like types have been in place in Fairfax
County for I don't know, Marty, what, 2, 3, decades. It said this has been a longstanding tradition that just happens to be a different partnership with GMU versus
ACC Partnership or other master's program partnerships that have been with University of Virginia UVA and so forth. But the team that worked on
this, I know, look dead where we could get the strongest partnership for the most reasonable amount of money. And there's also a I believe in ask for staff to stay
following the degree, which is unique to this particular cohort, as well as all of the doctoral projects are going to be based within the school
division and based on closing achievement gaps. So that will again focus our leadership in areas that are critical to look at and I don't know, Mr. Smith, if you want to add
anything to that. >> We're actually the end of the day, looking have some type of cost savings because we won't have to lose more
people at the principal and above levels was available for principles and above. I think we're maybe assistant principals. I don't recall that was building leadership
and up. But we're hoping to really read benefits of the increased opportunities. But as I said over the last 5 years and it's been about 8,000 staff when they ran the numbers. But Marty? >> I don't know. I follow
that. I think you hit all of the key areas. This was a question yesterday at our superintendents advisory committee meeting with with
teachers. I sure that it is part of our portfolio of professional development options that we offer our employees. And those 8,000 employees have taken advantage
of that with through the tuition reimbursement and or having there alternative path to certificate certification and licensure for administration paid for. This
is yet another aspect of that. >> Dr. Anderson: Thank It is definitely at the principal level or above because I saw that in some of the DOT document that you shared, which has been another question that may have been raised yesterday with
teachers. Teachers don't have access to the doctoral program. At this for this cohort know there may be future cohorts that they will.
Teachers do have access to that the ACC program ready? I'm trying to recall to the ACC cohort. >> And teachers have access to reimbursement or stipends for
National board certification. There are a variety programs that are available the ACC. I'm sorry. It's alternative
certification cohort for are individuals who are looking to become administrators, alternative paths. >> Dr. Anderson: Is there a path of teachers to receive advanced degrees instead of the certifications through our
programs that I don't have an answer for right now, but we can get an answer for you. >> Plus, we're building like we're building some of those programs out because I think we've cut back on travel.
We've cut back on other conferences because we felt like it was more important at this point to be very focused on the moneys that we are spending Special development, that they're really going to
benefit our students here in Fairfax County. So I think we're looking at different types of cohorts for educators, for our operational staff. We've done significant
Upskilling, Mr. Solomon, I know you want to talk a minute about the amount to program for our operational employees which is enabled them to get
teaching licenses. >> Absolutely. So we targeted 100 employees who are considered underemployed, meaning they have the skills to higher level work. For example, a bachelor's degree experience working in classroom, such as an instructional assistant. All
of those things. But they don't hold a valid license in the state of Virginia. So we actually paid 400 of them to come into compliance and to get their license through the I teach program, which is an
alternative route to licensure to move from those instructional assistant positions, offices. >> We talked about that last year because I had that case at Columbia Elementary. That
was exactly what you've described. >> And in addition to that, our Office of Professional Learning Partners with George Mason University to offer introduction to special education courses so that people who are interested in
becoming provisionally, licensed in special education who already holds a bachelor's degree who can pass the special education practice have an opportunity to do so. Also no cost.
>> Thank you. So you mention that there is a requirement that they would stay can use a little bit There. Mr. Smith, you can clarify it was not
directly involved in and I was the 3 years for individuals who are required to stay. >> After they received their doctor. >> So the program itself is 3 and they have to eat, you
know, 3 years. So were essentially getting a con confirm six-year commitment. Okay. Thank you that's my
train of thought here with own. One of the questions that I had as you talk about this, I think initially I was expecting that this would be
grant dollars or title $2, which I think makes sense for professional development. But some of this is coming out of the closing the achievement Gap Fund. How much is a not fund? Currently we're taking
this year about 30,000 out of >> that fund of 46. It's of 46 equally across the 3. What is the balance of that fund currently? >> That's something I don't
think we've actually charged everything to it for this year because a lot of our math expansion work into the elementary and our second language math courses have not yet been moved over. So don't
know that we have a final number at this point, but we can get that to you. >> Could that be provided before we vote on this next
week? Okay. Thank you when you're talking about the multi-year budgeting. Excuse
me, I lost my train of thought here. When you talk about the year budgeting, which I think is great, how do we make that
work here in a transparent manner? We're going to continue with some of these things that you've listed as places where we're making
adjustments or cutting or the other document or the other areas that you identified in a Friday letter to us when you said some of these things may not be good for us right now.
Just because we've always done which I. Very much agree with. I just want to get a better understanding what that process could potentially look like. I'm not sure understand
the process for because OK, let me simplify it a little bit. And your prior district headed multi a budget in work for you. We wrote for your budget. So we understood that
we were our own taxing authority and here in Virginia, theirs >> Well, it's an annual drama
cycle that I think is exhausting. And I think you know, we're here. And so I don't think that multi-year budgeting necessarily is
functional in Virginia for us because we're not our own taxing authority is a division. Having said that, I think we can anticipate this is the first time Fairfax
County has had multi year collective bargaining agreements. Right? So we know we can predict what we have is that commitment. 2 are staff based on those are getting
agreements. We know we've got to at least funds that. So as we project those costs and think about any major changes
in the budget and the the contributions contributions will be a major change next year year over year. As I've foreshadowed. This is one of
the few years we're able to sort of look ahead and I'm going to share with you that one of the reasons we're able to do what we're doing tonight is because we could look ahead a year ago. After last year's
budgeting, which was we had to make budget. I had to bring you a budget. >> It completed year ago. >> This year, I knew the end of last year a year ago at
this time I knew exactly what that collective bargaining agreement was going to be. So we knew looking forward our our level of flexibility, which is why we had 0
flexibility throughout the year because we're tracking very closely where we have to be, as we know and next year, we know. Now we're going to bargain again after 3 years.
So then we're going to be back in the space of not knowing, right, but we do know for one more year. So that does it does affect. I think how we need to look at the budget,
whereas maybe we haven't had that opportunity in a while as a division. Our Commonwealth is we haven't had multi year contracts. Thank you. >> Dr. Anderson: Just 2 last things just ask for
information. Can I get the cost of the tfa contract as well as the participate learning contract. If you can just bring that back up, we certainly can. And I want say
that there we for the participate, learning pay the same per staff member or other. We're hiring them. >> From participate, learning or not. And same with tfa. So.
>> Dr. Anderson: is not a note this not and did it in additional fee like some sort of administrative made. It's all fake to is my Mr. Solomon, do you want to confirm the? >> Absolutely for participate.
Learning what we do pay a fee. We don't pay the cost of their benefits. We don't pay the costs certain contributions that are coming out. All of those different things. So we have a cost savings for participate, learning teachers for teach for America
teachers. The cost savings is in the professional development. The extensive professional development that they're receiving. >> And what is the fee for that contract? All connect with this burden. Okay. Thank
you. And also the fee for participate learning one of the things that you talked about since I have like 12 seconds left that you talked about his diversity of workforce. How do you view You looking at it holistically
across the You are ensuring that each school building is diverse because I know that had been a conversation when we first got on the board because we had some buildings and wish to teaching staff. Is
pretty homogeneous. I think that's a great and fair question. >> We look at it both as a division across the board and school by school. And I'll
share what actually previously when you've asked this question and Mr. Moon is asked this question. We've made incredible, great strides year-over-year by increasing the population of our bipoc teaching workforce and at the same time we have a long way
to go as it relates to our Hispanic population in our Asian population. That was my time, Mr. And this A but,
know, needs and teacher pulled them. >> For sense for >> few teachers. We do have my understanding is that we do paper to spending no certain
amount of fees. However, as you say, doctor, really don't pay for the are retirement we don't pay for. They are. Health benefits for the first to to use your money will pay
for Employers. Portion of Social Security. That's to cease to caution that right based company. That that space to put tax treaty between the
nations they come from and our country. So this Acosta, new turn. He's my understanding. Secondly, they go through a vigorous process. And I think you mentioned couple number
spot. Think I think the president on thinking about 20 pine 1000 because for 500 spots throughout the country and the likely get going, he pushes out of that. So with
that said, I have a question regarding. The 1200 teachers, deer. Higher prices. 97%
retention rate. I think student when you see we have a 16,000 teachers and kind 1200 tests like a 7.1%. If a 97%
attention early reconcile those differences. >> The thing that keep in mind, Mr, Moon really quick as it relates to hiring 12 teachers that over the course of an entire hiring season
basically from if you want to think of it this way, October all the way until the first day professional development. So there are not 1200 vacancies at this specific time. When we go throughout the hiring season, we will
likely have hired between a 1,1200 teachers as it relates to what that actual retention rate is going to be. It remains to be seen. Generally. I look at attention on October
first every year and look at year over 97% is in tension. 97 1% of our school bay staff indicated that they intend to return for the 26 27 school year. We'll see what those actual is end up being. But
that 97% intention rate is incredible. And indicative of the fact that our retention rate for teaching workforce and for other populations of employees is likely to
increase next year. think that's what I >> Ms. Meren: Yeah, I want to just touch on us facilities and that tie between the
schools in the county. So recent media mentioned the Friday night Lights and again, I was reminded I was there again at Langston Hughes this past Friday and tons of lights on the field to the stadium.
Lights on cars on the on concrete and asphalt. And we know that our facilities are being used outside the instructional day and we just cannot keep moving money from instructional to
operationally. We just can't. And I think about Dr. Read your strategic plan and how you set these goals and we are achieving them, whether it's in literacy and readiness. How do we get to a place where
doing that with our money while we might only have an annual budget because of lot of certainly like with collective bargaining we've seen we can lay out right in the just that, you know, being
behold in to all of these bodies that do their own thing and honestly or not collaborating to be efficient like we need to do our own thing to be most efficient. So that's one idea like a
strategic plan for funding to find the funding to figure out how to get our facilities. Use more in check. I also want to mentions that someone else a colleague mentioned, you know,
we had met with the Board of Supervisors at a joint meeting on February 24th and I had raised some questions about the collaboration with county and parks. We asked about parking areas to accommodate
our buses instead of leasing. We had talked about, you know, I wonder about the cost of SAC programs. So he met on February 24th. The questions were sent from your office. Dr Reid over on March 11th and we
still don't have the answers. So the local funding body, the Fairfax never made it. If their if they can respond to our requests for information that even in 2 months to help the school division to
identify savings. I just want to recognize that we are trying to do the best with the least amount of authority here. So it I think these
reductions, these cuts on slide are the least worst. But we need to keep elevating that we are making these cuts and we need to do better with
every single dollar that that serves our residents. And mystic
>> I have a couple of questions. One is about U.S. entered office budget. What is the percentage of central office budget compared to the entire of CPS budget we have. And that's compared to the
other 2 district today in area. We don't the only counts. The only thing analysis that we do as far as school-based versus non
school-based. >> Dr. Geovanny Ponce: Is the position count that is in the way guide. And that's Fairfax construct. Nobody else calculates that they only calculated because we asked
them to as part of the way the guide in and we take the lead on that. So we we don't even we do. We do have a calculation of what the actual
dollars are. I mean, you know, I can tell you that we generally have the largest percentage of not school-based employees at about 93%. And so
as you would imagine, we have the least amount of non school-based positions at about 7%. And of course, you know, we we we have some economies of scale because
we're larger than everyone else. But be that as it may, we still have the largest percentage of school-based employees. But as far as having dollars tied to that, we don't have employees in
air. You know, HR systems, financial systems categorized as school-based or non school-based because it's really for a single purpose in
the way you get. >> I I believe we have the lowest ratio for management position. Is that correct?
>> That is Mr. Fresh asked this question from the dais on Thursday night and we had any calculation of that of the leadership teams at all of this, Randi divisions that
participate in the way the guide and Fairfax runs at 1.1% and the other divisions around us ran 2 to 4% in the percentage of leadership as
total employees. >> I also have a question about ace program I I think the the budget for that is 1.0, 3, 9, 6, in our budget.
And I believe it's a self funding program or does it because we do collect of, you know, to shows and like, you know, fee or is it like we have to fund it from? I see
this operating fund. We do have a supplement that is provided to the AIDS program. >> you all wouldn't be. >> Ms. Meren: Necessarily
aware of this that AG did a report several years ago and basically couldn't find any adult and community education programs in the United States. That worst completely
self-funded. so we have been supplementing the program as long as I've been here. And in my 9th year. Now. The ISD program, scribes their budget
and provides the funds to shore up the pace program. And we also are required to provide a match to the ESL Grant that provides English
services to adults in the community. We get a grant for that. But there is a local match. And that is something that we provide from the operating fund for ICE. So
>> you know, from the logic from the supervisors we go school after school program is a school program. It should be funded by school. And that's the whole reason added to our
transfer should be a speed, budget as if they're off for. This is stocky to l a. Education. Part of it of that.
Any, but I don't on it's not a question. I think just wanted to. I'm not for Martin, want to put you on the spot think
was the one on to something. >> Mr. Moon: Julius on so budget Committee to swim. One thing that I want to play, you know, it is it has been has been an ongoing debate. For
over as long as I remember as long as the a former state Democrat Ken Prom who used to be alert to top public ace program with us y soon to be
the time to do some really when he was constantly being could my size attacked by some of the different political
persuasion. there's been ongoing debate, but Ace program ease statutory need quiet since the Virginia statue. So you might only want to take a look at that. I
don't cold citation to give it is in the statute with be heading out. What the money seeking CG was some high
schools program. So. Forgive me if I part. >> Thank thank I don't see
anybody at speaking want to Dr. Anderson. Okay. I did have one last point about the what in the presentation as a just mentioned, the page number. I
didn't understand this pretty well. And I want to just get knowledge doing this for me, the grant and so supporting program fund is increased by 1.5 million and nine positions
over the 2027 advertise budget. Could you speak to that? I think it's simply
grand and increased grant awards that because everything in the grant fund except for the summer school program, which is that sub component of the Grant fund unless there's
a local match requirement. The it's all funded by a grant funds and that's what's funding the increases that are in item tonight. This is
basically grants received from a case is not money going coming from our operating funds. Okay. All right. Thank you. Dr. Anderson. Just more
of a process question because we're adopting this next week does not going to be a state budget in place. When will we have that conversation once
that state budget is in place? Normally any changes that we make to the budget or revenue that's received. That was not anticipated at the time the budget was adopted is at the
next quarterly review. And one of the quarterly reviews which would be year-end mid year, which is December in March. We do 3 quarterly reviews and
that is the only opportunity we have to and add to the budget. And so any state revenues that come in after the adoption they'll be recommendation made it
quarterly review, And we still do it now year-end in July or where presenting it in July and voting in in early August. The with that the Board of Supervisors doesn't or have we wrap it all up in July? I
believe we have to meeting scheduled in July this year. So we would have to present the item as new business at the first meeting you know, and do a presentation for it.
And then with approval at the next meeting in July. And Madam Chair, if I could correct something 4 return to
work. Mister Frisch, if you are retiree, it is 30 days if you're being hired as an hourly employee and not full time. But if it is one of the critical shortages, you are
correct. It is a 6 month wait period before and by that. I mean, if you're a physics teacher and you retire and we need a physics teacher 6 months later, you can come back as a full-time physics
teacher and still continue to. 6 months? I cannot explain the R us is we need to fill position and 6 months. doesn't
seem very urgent Critical with team to grateful critical. we'll talk about it more in February for the legislative program.
>> Okay. Thank you for this robust conversation, everyone and the this Budget Committee of the whole meeting is
adjourned at 06:15PM.