001Hi, how are you? or something. And um I mean, I know she doesn't know that she'll probably get one. I don't know. potentially on that. families, students, staff, and the Caroline community. I, Lidel Fortune, chair of the board, would like to call the February schoolboard meeting to order. Uh, it is my privilege to welcome those attending in person at Caroline Middle School, as well as those viewing on our CCPS YouTube channel. Each provides an avenue for you to receive information, heightened education, awareness, and involvement. The school board is grateful for your attendance as we continue to move our division, school division forward as one Caroline. Again, welcome to the school board meeting. And now, I would like to ask the clerk of the board to call the role. Jay Keller, student schoolboard representative. Dr. Michael
002Hubard representing the Bowling Green District. Mrs. Allison Sears representing the Western Caroline District. Mr. Lido Fortune representing the Madapana District. Dr. Sarah Calveric, superintendent of schools. Dr. Joanda Rollins Fellows representing the Rei Church District. Mr. Calvin Taylor representing the B Port Royal District. Mr. Shan Kelly representing the Madison District. And I am Lisa Stevens, clerk of the board. Mr. Chair, we have a quorum. Thank you, Madame Clerk. Next, we will have words of inspiration by Vice Chair, Mrs. Allison Sears. >> Thank you. We come from different places. We bring different experiences, different opinions, different perspectives, different voices, but one purpose. We are educators. We are families. We are leaders. We are one community. Our strength is not found in agreement. It is found in respect. It is found in listening. It is found in unity.
003Unity does not mean sameness. Unity means standing together. Even when we stand differently, every student matters. Every voice matters. Every decision matters because every future matters. Understanding over assumption, purpose over division. Tonight, we choose collaboration over conflict. We lead with care. We lead with courage. We lead with commitment for our students, for our schools, for our community. Together, we move forward. Thank you. >> Thank you, Mrs. Sears. At this time, we will stand for the pledge of allegiance, which will be led by our school uh student representative, uh Jay Kellaher. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you so much, Jay. Next, I will ask for approval of the
004February 9th, 2026 agenda. >> So moved. >> Second. >> It's been moved and probably second that we approve the agenda for February 9th, uh, 2026. Is there any discussion? Hearing none, Madame Clerk, please call the vote. >> Mrs. Sears, >> I. >> Dr. Hubard, >> I. >> Mr. Taylor, >> I. >> Mr. Kelly, >> hi. >> Dr. Rollins spells. >> Hi, >> Mr. Fortune. I and the agenda has been approved. That takes us now to our achieve 2027 spotlight where we will look at goal uh one all in funding with uh Mr. Mud and Dr. Calverick. Greetings, Chair Fortune, Vice Chair Sears, and members of the board. This evening, Mr. Mud and I am excited to provide an update associated with the Virginia Department of Education all-in grant that is focused on accelerated learning, Virginia
005Literacy Act and Chronic Absenteeism since its inception in September of 2023. In September 2023, school divisions across the Commonwealth received state all-in funds as a mechanism to support post-pandemic recovery efforts previously addressed through ESSER monies. CCPS received a little over $1.8 8 million to build our three tiered all-in plan based on the governor's recommended 70% allocation for grades 3 through 8 highintensity tutoring in the amount of 1,267,493 20% on the Virginia Literacy Act or VLA equaling $362,141 and chronic absenteeism in in the amount of $181,070. As statewide implementation occurred, additional flexibility was announced by the Virginia Department of Education, permitting school divisions to remove the 702010 guidelines and utilize funds within the three pots as deemed necessary by data to meet needs of students, schools, and staff. Let's take a global look at the achievements
006associated with all-in funds spanning from 2324 to 2425 and the current school year 2526. As a reminder, all-in funds must be spent down by June 30, 2026 and CCPS is right on target to achieve this. A final review of grant monies and metrics will be provided at the June or July school board meeting. At this time, Mr. Mud, our assistant superintendent of instruction, will share updates on accelerated learning. Good evening. The goals of accelerated learning are to provide strategic interventions to accelerate learning grades three through eight. Improve student performance in reading and math uh to grade level standards. Train tutors and teachers in the use of evidence-based intervention platforms to close achievement gaps and support quality instruction that results in increased student achievement. This next slide demonstrates the evolution of accelerated learning efforts from 2023
007to current year. Please note the intentional space in 2425 and 2526. Everything that falls below this reflects items that are carried over from the previous year with items above being added to the grant per data trends and needs. In year one all-in grant funding, you will see emphasis on online academic platforms, online 247 tutoring, AM PM and Saturday tutoring, as well as hiring of full-time and part-time tutors. While streamlined, these items remained in the with the Bowling Green admin, intern, and finance FTE added to the grant to address an increase in at risk data as well as processing of financial transactions and time sheets. You will note in 2526 that these two FTE positions are not listed as they have been built into the 2526 baseline budget. The current school year's focus has been on
008staff to support direct services to students as well as instructional coaching. Additionally, we have purchased some hands-on manipulatives as well as supplemental math intervention materials that complement our KDUm and mathspace HQIM. We continue both Lexia and Azern online platforms, AM and PM tutoring and Saturday school to increase student achievement. Next, we'll talk chronic absenteeism. CCPS has strategically used all-in grant fund funding to [clears throat] implement targeted high impact strategies to reduce chronic absenteeism. The goal of these strategies has been to strengthen student engagement, remove barriers to attendance, provide greater mental health resources, and improve family communication. ultimately ensuring students are present, supported, and connected to their learning every day. As noted in this next slide, in 2324 funding was earmarked in support of new trans new of a new position, the attendance officer. This position
009has been maintained all three years of the grant and has been instrumental in driving down absenteeism. The attendance officer monitors individual school-based attendance data comm uh commu communicates with parents, oversees the attend platform purchased in 2425 and orchestrates and facilitates attendance meeting meetings in all of our schools. Additionally, in 2324, attendance incentives were created as a method of recognizing improvements and those meeting or exceeding the attendance expectation. In 2425, CCPS purchased the attend communication platform, which has been critical to identifying data trends, streamlining communication to ensure clarity, regularity, and proactive notification. Its sister platform connect was also purchased to support da d d d d d d d d d d d d d d d d d d d d da excuse me divisionwide communication inclusive of texting emailing phone calls etc. parentguidance.org was
010added to our mental health services providing online coaching for parents who may need support with addressing the many challenges of raising children. When parents have the tools needed to support themselves and their students, our scholars are more likely to attend school and attend regularly. In 2526, CCPS continues to use funds to incentivize attendance, support the attendance officer role, and maintain the attend communication platform. Beyond these items, there have been been a very there's been a very intentional effort to expand mental health access and further train staff in how to create a sense of belonging for each child. This is evidenced by the addition of care solace, a pro platform that matches students and families with mental health providers. staff guidance coaching services that uh services that support staff with managing challenges that may impact their
011attendance on uh as well as that of students and mant training which will create two trainers in each of our buildings for deescalation behavior strategies. Finally, approximately 10 staff will attend the Ron Clark Academy to bolster school culture through the use of the house system with in which will involve engaging strat instructional strategies that will keep kids wanting to be in school. Next, the Virginia Literacy Act, which went live on July 1st of 24, aims to improve literacy outcomes for all students in K8 through the implementation of evidence-based literacy practices that reflect the science of reading. This has been a massive effort. It has been lifted through teacher training, adoption, and use of highquality instructional materials and curriculum resources that support evidence-based literacy practices. Uh it also supported updating uh with updated state standards and
012screeners that align with the science of reading. Now we're going to take a look at the powerful practices that CCPS has implemented associated with VALA and funded with all-in money. All-in funds have been instrumental in CCPS's ability to roll out the Virginia Literacy Act with great intentionality. During the 2324 school year, grant funds were used to ensure a high level of preparedness for the July 1 24 go live implementation. Specifically, CCPS used monies to create a reading specialist cohort with William and Mary, engage in extensive curriculum committee work, adopt a new elementary HQIM or highquality instructional material curriculum benchmark which uh was benchmark advance and engage all K3 teachers in the robust letters volume one training. Additionally, with the extensive body of work associated with the K8 VLA legislation, all-in funds have supported a CCPS
013literacy, a CCPS literacy support specialist, FTE, which has been maintained in all three years of the grant and will be included in this evening's FY27 budget request for local funding. In 2425, we converted the CMS reading specialist position and it was shifted from title one funds to all-in. We purchased Lexia core 5 licenses for online literacy programming, sponsored ongoing literacy professional learning, and purchased additional evidence-based literacy materials. This year's VA all-in monies are targeting the middle school textbook adoption and training. the Caroline Reeds literacy campaign and various professional learning materials and training such as SCOP which is aimed at supporting growth and learning for our English language learners as well as attendance at the plain talk conference which is the premier science of reading conference in the nation. Orton Gillingham training is also on tap
014for selected exceptional education educators and the final phase of letters training has taken place. A second reading specialist was also added at CMS in response to data trends in the school performance and support framework outcomes. Now going to turn it back to Dr. Calic. As a reminder, all-in funds must be spent down by June 30, 2026. And CCPS is on target to achieve this goal. To preserve maximum access to the grant for the full three years, CCPS used year-end funds to cover select all-in expenses. This has allowed a larger carryover of all-in monies each of the fiscal years. As such, the amounts above reflect the percentages associated with the 2526 spendown plan. As of February 9th, 2026, approximately $31,700 has been spent in the se in the 2526 school year in the accelerated learning category.
0151,257,946 in the Virginia Literacy Act bucket and $231,356 in chronic absenteeism totaling 1,791,2. The remaining funds will be spent down as the all-in committee meets monthly in the fourth quarter to ensure 100% spendown. A final review of grant monies and metrics will be provided at the June or July school board meeting. At this time, we are happy to entertain any questions or comments that you may have. >> Does board members have any questions or comments? >> Yes, >> Dr. Hub. >> Thank you, Mr. Chairman. Um, >> thank you for the presentation. >> Absolutely. >> A lot of success there. um you know high school uh we have a high school distinction correct >> right I mean they have met the the bar and they've exceeded the bar >> most definitely >> and we're we applaud
016that >> um if I were to look to the other extreme I you notice that bowling green is in need of intensive support uh so I'm wondering uh has there been a need or a priority or any efforts to repurpose some of these funds to address some of the challenges that uh have been identified or articulated by uh Virginia Department of Education for Bowling Green Elementary School. >> The answer to that is yes. Let me give you a few examples that both relate to all-in as well as this evening's FY27 budget priorities that you'll be hearing. So, in relation to All-In, you noted that we have the Bowling Green elementary school admin intern position that was included in All-In, but we were able in this fiscal cycle FY26 to build that into the baseline budget
017because we believed the data indicated that it was a long-term need in terms of administration oversight. And that person was keenly and has been keenly involved in all-in spendown in relation to tutoring programs. And so that has been one of their targeted responsibilities. Additionally, you will see that in this um actual all-in presentation, we talked about the Caroline Middle School reading specialist. We also added a math interventionist this year based on their data. and that was noted on the slide before you. So, we have indeed used all-in funds to differentiate services and supports. You will see tonight when we get to the FY27 budget that we are specifically calling out um CMS and Bowling Green who are in need of additional supports in the way of reading specialists. So, we're actually asking for a second
018reading specialist at the middle school and a third reading specialist at Bowling Green Elementary School. We are also asking for an additional special education collaborative teacher at Bowling Green as they have the largest exceptional education population in the county, larger than Lewis and Clark, the middle school, and the high school. And so being able to add that additional teacher will help us address the IEP needs and the continued growth. So we are absolutely using a different a differentiated lens um to identify resources. Great question, >> Mr. Chair, if I may. Uh thank you. Uh a lot of great information. Um and I I hope that with this now we're able to stabilize we've got good leadership. We're going to stabilize the leadership. bring in these folks that are actually going to make a difference and
019have the opportunity to turn um uh the challenges into successes as we go down uh down the road. That's the plan. >> I certainly appreciate it. Thank you. >> Thank you. >> Any additional questions or comments? >> Thank you, Dr. Cal, Mr. >> Mud. Thank you. If there are no objections um from my colleagues, the board committee updates uh can we move that to our typical uh board comments later on in the agenda? Okay. Wonderful. All right. So, that takes us uh to the recognition portion of our agenda. We enjoy having an opportunity to recognize staff, students, and community members. We ask that you remain seated until all recognitions are complete, and then the board will pause for a quick break for anyone that would like to dismiss. So, with that, uh, we will now
020have a CCPS celebrates Black History Month presentation by Miss Tree Haley. Thank you. Great evening, Chair Fortune, Vice Chair Sears, members of the board, and Dr. Calveric. Black History is recognized 365 days, and Black History Month is an annual celebration of the history, achievements, and influence of AfricanAmerican community. Tonight, Miss Courtney Lander, our history instructional specialist, will bring further recognition to the legacy of African-Americans. Thank you, Miss Haley, and good evening. Tonight, it is an honor to open our recognition of Black History Month. This year, 2026, holds a unique weight. The national theme is a century of black history commemorations. We are standing at the 100year mark of a tradition started by Dr. Carter G. Woodson in 1926. Dr. Woodson's vision extended beyond a week and beyond a month. He knew that a community without
021knowledge and without the practice of honoring its past is like a tree without roots. For a century, black scholars, poets, educators, and all persons have used the command of language, power of the written word, and influence of speech to remember and inspire. Today, we honor the legacy by ensuring our students are not just passive recipients of history, but active, literate citizens who can access it. When a student opens a book by Langston Hughes, reads the speeches of Shirley Chisum, puts pen to paper, or types their own words, they are participating in an act of freedom. But literacy cannot happen in isolation. It requires community. In that spirit, our observance of this month is about our community coming together. It is about parents, teachers, and neighbors ensuring that the stories of resilience and innovation are not
022just taught in February, but woven into the fabric of our yearround curriculum and our lives. As we move through this month, let us commit to being a district where every child can see themselves in the books they read and where every child has the literacy skills to write their own chapter in history. Thank you. Thank you so much, Miss Haley and Miss Lander for that awesome recognition of African-American History Month. Uh this takes us now to our art student of the month recognition uh by Dr. Calverick. >> Good evening again, Chair Fortune, Vice Chair Sears, and members of the board. Exposure to art is critical to the development of every child. Art not only teaches students how to express themselves in creative and individual ways, but students who participate in regular art related activities, perform
023better academically, develop greater confidence, and sharpen their fine motor skills. Beyond these benefits, our education promotes problem solving, critical thinking, perseverance, growth mindset, collaboration, focus, and accountability. All of which are power skills CCPS graduates need to be 3 ready, enrolled, enlisted, and/or employed. In cooperation with our amazing art teachers and school leaders, I have the opportunity every month to honor one art student. The art will be on display at the schoolboard office for the entire month and then return to the student. Tonight, I am so pleased to introduce the superintendent's February art student of the month from Lotus Academy. And I invite Dr. White who will come forward and share information about our art student of the month, Jaden Truheart. >> Thank you, Dr. Caleric. Good evening, board. Um, I'd like to um proudly recognize
024um a former Lotus Academy student for his powerful art work that captured what Lotus truly meant to him. Through his creativity, he expressed growth, resilience, and a sense of belonging, showing how Lotus became more than a program, but a place of healing, second chances, and self-discovery. His work is a lasting reminder that when students feel seen and supported, their voices and talents can flourish. Jaden has transitioned back to Caroline High School, so we'll make sure that um Dr. Connley gets his award. Him and his mother were not able to attend this evening. [applause] Right. Awesome. Thank you so much once again. Okay. Moving forward, we will now have recognition of school board and clerk appreciation month. Dr. Calvert, >> I apologize. I'm at the microphone quite a bit this evening. Cheer Fortune, Vice Chair Sears,
025and members of the board. February is indeed schoolboard appreciation month, a time to recognize and celebrate the dedicated individuals who help our schools grow and flourish. This year's theme also has the word roots associated with it as we heard from Miss Lander, our history specialist. The theme is from strong roots come endless possibilities. This theme reflects the powerful foundation our schoolboard members provide for students, staff and our entire community are rooted in service. Our school board members are deeply rooted in their commitment to students, families and staff. Their services provide the steady foundation that allows for our schools to stand strong and continue growing. Oh, opportunities for all. As champions of opportunity, they work tireously to ensure every student has access to the resources, supports, and highquality education needed to succeed and thrive. Oh, outstanding
026leadership. Through thoughtful governance, policymaking, and advocacy, they demonstrate outstanding leadership that shapes the direction of our schools and strengthens public education in our community and across the Commonwealth. Triv. Because of their vision and dedication, our schools continue to grow. Their work helps cultivate innovation, equity, and excellence so that every student can branch out and reach their full potential. Serving on the Caroline County School Board is an immense responsibility. You oversee budgets, programs, and policies while serving as voices for our community and advocates for our students. Your leadership reflects the strength of our public education system and the belief that from strong roots, endless possibilities can grow. Throughout February, we encourage our community to express gratitude to these dedicated individuals who certainly give so much of their time and heart to our schools. And tonight we
027proudly celebrate our school board members, our student schoolboard representative and our school board clerk whose dedication continues to nurture growth and plant seeds of success for a brighter future. And your token of appreciation is indeed a pen and a notebook stating that we are fully accredited. Thank you so much uh Dr. Calverick and um I couldn't ask to work with a greater group of colleagues here in the dis. So okay all right and moving to our next recognition we have uh school counselor appreciation weeks. >> Good evening. Good evening, Chair Fortune, Vice Chair Sears, um Dr. Calverick, and members of the board. It brings me great pleasure to celebrate National School Counseling Week. We as a school division recognized it last week along with the with the nation for National School Counseling Week. This year's
028theme was school counselors amplify student success. And I can proudly say that that is what our school counselors do in this division through their support, their advocacy, and their empowerment of students. Um, our school counselors have been involved in a variety of activities already this year, increasing relationships with students and making family connections. I would like to recognize them by name. We do have one here with us this evening. So, um, when I when I get to Madison, we'll have her come down, and if she wants to bring the best little two-year-olds ever, she can. Um, at Bowling Green, thanks to budgeted funds for FY26, we have three school counselors. Woohoo. Um, we have Miss Moore, uh, Miss Fuse, and Miss Zilcowski to round out round out our team at Lewis and Clark. Um, remain
029strong with our team of three. Miss Williamson, Miss Horton, and Miss Lech. And at Madison, we have two counselors this year. Um, we have Miss Ryan, who's here this evening, and Miss Veroni. Miss Ryan, do you want to come on down? I'll keep going while she comes down. Um, at the middle school, we recently have added our third, which we're very excited to bring her on board. Um, we have Miss Hayek, Miss Paris, and Miss Ashby. And at Carolina High School, we have a team of four. We have Miss Wells, Miss Thuet, Miss Robinson, and our director, uh, Miss Thomas. So Danny, um we do want to present you the certificate this evening um for all the ways you amplify student success through everything from weekend meals to Christmas presents to small groups, individuals, and
030classroom lessons. >> [applause and cheering] >> all while being a relatively new mom of twins. >> Thank you so much. And thank you to all of our amazing counselors who do amazing work uh on behalf of our students. So this takes us to the information from the district portion of our agenda where we have uh CTE awareness month introduction of operations internships. Miss Stevens and Miss Fry. Good evening, Chair Fortune, Vice Chair Sears, members of the board, and Dr. Calvaric. Career and technical education has evolved significantly over the years. What was once known as VOTE has intentionally shifted to career and technical education to reflect a stronger connection between academics, industry, and real world skills. Today's CTE programs focus not only on technical training but also on critical thinking, collaboration, and career readiness aligned to
031high demand fields. CT CTE is now an integral part of our students daily school experience. For many students, CTE is why they come to school. They are excited to work on meaningful projects, explore real career options, and begin building futures for themselves. The quotes you see are just a few examples of our student how our students truly feel about their CTE experiences. Whether uh whether they are shared during classroom conversations or in one-on-one discussions, career and technical education extends far beyond the classroom or shop. We are intentionally preparing students to be successful in their next steps, whether they choose to be enrolled, enlisted, or employed. The data comes from ACT, the associate association for Career and Technical Education. the nation's largest professional organization representing advanced C uh career and technical education. According to ACT, CTE
032concentrators or completers are more engaged in school and graduate at a much higher rate than non-conentrators as high as 96%. CTE also supports post secondary success. More than 70% of secondary CTE concentrators continue on to post-secary education, including college technical training and credentiing programs. From an economic standpoint, students who earn CTE related credentials or associate degrees can earn between $4,000 and $19,000 more per year than individuals with humanities degrees. Nearly one-third of CTE students earn college credit or an industry recognized credential while still in high school, giving them an early advantage. CTE plays a critical role in addressing the skill gaps by preparing students for high-skll, high wage, and in- demand jobs. Research also shows stronger overall outcomes for CTE students, including improved academic achievement, greater employability, and increased college readiness. During the month of
033February, in recognition of CTE month, we will be highlighting career and technical education through several targeted activities. On February 17th, we will hold our CTE advisory, providing students and teachers an opportunity to celebrate the programs of our value with our valued business partners at the Barnes at I'm sorry, at the golf club of Matapana Springs. That was a change, I'm sorry. um from 5:00 to 7:00. During um the last week of February, students will participate in CTE virtual field trips, giving them exposure to a variety of industries and careers they may not otherwise have access to. In addition, at the high school over the next three weeks, our academy student groups will participate in meetings to strengthen academy identity, increase student engagement, and continue building connections between students in their pathways and real world careers.
034We also have two exciting events coming up in March. Innovate and Elevate will take place on March 19th. It will provide our juniors and seniors with the opportunity to demonstrate their learning through authentic hands-on projects connected to their career pathways. Students will have professional resumes available, allowing businesses and post-secondary partners to see both their work and their readiness for next steps. Business and college partners will observe students as they work, ask questions, and engage in meaningful conversation about their projects and career goals. The purpose of this event is to intentionally connect students with local businesses and colleges based on their skills, strengths, and interests. The reverse career fair will take place on March 19th and 20th. Our reverse career fair is designed for our 9th grade students and focuses on early career exploration and student
035voice. Instead of businesses setting up booths, students create posters highlighting a career they are interested in and what they are learning about in the pathway. Business partners will rotate through the student displays, ask questions, and engage students in conversation about their interest and future goals. This format allows students to practice communication and present skills while building early meaningful connections with our community partners. [snorts] Okay. Um, next slide. This slide highlights what high quality work-based learning looks like in practice for our students. The graphics provide an overview of the different types of careers and experiences students can access across ouries. At Caroline High School, work-based learning is intentionally aligned to each academy and pathways. Those students are not just participating in activities but building real technical employable skills connected to their futures. These experiences are a
036critical part of our academy model because they increase relevance, strengthen student engagement, and help students clearly see how their coursework connects to college, career, and workforce opportunities. Just as importantly, high quality work-based learning directly supports Virginia's school performance and support framework. By contributing to the three E outcomes, particularly employment through internships, clinical experiences, industry projects, and credential aligned opportunities, students are better prepared for the workforce, and our school is positioned to earn employment points under the new accreditation model. This table illustrates how our students career path pathways are connected to real world operations with local businesses and departments. Each pathway aligns with an industry partner who provides mentorship, work-based learning opportunities and insight into the skills and knowledge needed for success. For example, our students in culinary arts will connect with food surf service operations
037while those in criminal justice gain experience in safety and compliance roles. These connections help students see practical application of their coursework, explore potential career opportunities and begin building professional work networks while in in high school. Still they are reinforce the goals of ourmies by ensuring that every pathway is relevant, meaningful, connected to workforce and postsecary readiness. We start with planning and approval. This includes internal departments determining their internship responsibilities. Work-based learning coordinator and CTAP reviewed them and approved those plans. Outreach to potent potential student interns has begun. And after that, we will move on to student interviews. Student um with each of the department heads and the workbased learning coordinator and the CT um CTE assistant principal to participate in the interview process. Once the candidate is selected, we will begin creating the work schedule
038based on the students availability and their school schedule. The internship starts. Students begin working with their operations departments. They'll have regular check-ins with the workbased learning coordinator and conducting to monitor progress. And we'll continue to follow up with all paperwork and guidelines required by the state. I'm going to provide a overview of each of our departments and examples of activities that they will be working with for community and or communications and partnership internship plan. They will be working on writing and capturing photography or photographs at school events. Um working with designing flyers and brochures and yearbook content. Um, they'll prod produce and practice professional presentation skills, preparing and delivering information clearly to audiences. And they'll be able to assist and manage events and projects um to gain hands-on experience with those events. And finally, they'll
039be able to work jointly with the communications um coordinator and implementing communication plans and ensuring school initiatives are shared effectively. highlight of our finance internship plan. They will get a clear understanding of the finance department and how it interacts with each of the departments. They'll be able to observe the accounts payable process, the payroll process, financial analyst process, procurement process, all those good processes and look at time sheets. And they'll also get to work um and understand the bookkeeper in the school. I don't know if our students realize um the bookkeepers in each of the schools and they'll be able to um be able to have some insight to that operation also and handling and managing the daily operations of the actual school. and our food service internship. They will get to um learn different
040areas of how the food service um industry operates, including the kitchen and the serving line, cafeteria office, field operations, and the administration office. They'll look at some inventory management, ordering, food preparation, cooking, and serving. Um they'll be able to look at production reports, inspections. The good old health department comes in and looks at inspections in our buildings. they'll be able to see all that information and be able to apply food safety and sanitation standards. Um, so they will definitely be able to work with that with the food service department and also consider the health and safety concerns. Um, ensure proper food preparation. In our human resources department, they will be able to work with orientation to learn how the office procedures work and um, work within their um, internship experience. They will be able to
041develop um supporting administrative tasks supporting HR including onboarding and new hiring. They'll learn about the recruitment process and our branding of hiring activities and organizing and managing non-confidential information within the HR department and our maintenance department. I apologize for the slide. I will have it correct. it it is uh it ended up having um duplicate information on there. So the students in our maintenance department will be working with our general facilities maintenance. They will do HVAC troubleshooting, looking at grounds, looking at electrical inventory management. Hey, snow removal possibly. We could certainly use that [laughter] in project management. So they'll be looking at those items within our maintenance department, fire alarms, etc. And then safety and compliance. They'll be able to work with the safety and compliance department um looking at school security operations, how safety
042is monitored throughout the day. Um observing in drills, looking at parking lot safety, um looking at um the schoolwide, not the schoolwide plan, the plans for our crisis plans and chronic absenteeism as long as record retention. And of course, all of these items are are being handled in the lens of a student versus um giving out the whole bag to our internal operations. the technology plan. In addition, we'll they'll be looking at um supporting help desk operations, being able to practice firsthand level troubleshooting, um assisting in installing and configuring and maintaining the inventory, be able to look at imaging and re-imaging devices, including our laptops and our Chromebooks, and they'll be able to look at hardware issues and be able to possibly repair some of those. and transportation. Looking at our common safety risk and
043best practices on how to maintain our fleet, operate our fleet, do preventative maintenance inspections. Then you have the inside office of dispatchers and the mechanics and the drivers and the supervisors on how all the transportation operations work. Um, as well as also looking at any of the PM checklists and state inspections for compliance with VDOE. So, a lot of good nuggets that we have for our students within our operations departments. Um, Miss Fry will be getting with us very shortly with that list of students and we'll be able to interview them and get them on the ground this [clears throat] semester. Um so we're looking forward to it um to be able to align and have this year as our test year and then align into themies as those students that are coming through themies
044aligning each of these operational internships to thosemies. Are there any questions or comments for us? >> Any questions or comments from board members? Mr. Chair. >> Yes, Dr. H. >> Are the students compensated the internships? These are unpaid internships at this time. Sir, >> can I add to that? They're unpaid internships, but for most of them, it would be utilizing flex seating time. So, they'll be earning high school credit. >> Yes. The reason I'm asking that is not to be a smart, you know, but uh make sure we communicate that to the parents so parents don't think, you know, >> absolutely in this process. I did not mention that but the parents are will be fully part of this process. They will be filling out um consent forms etc um and working with us and
045with the schedule and they will certainly be part of that process. >> I do think it's also important to understand that externships are paid and internships typically are not based on the definition. Melissa, >> no. Um externships typically are not paid. They are only 40 hours. >> Oh, there we go. Internships can be paid or unpaid. Apprenticeships are >> apprenticeships. So, but they need to be registered apprenticeships. Yes. >> Through the um Dole Department of Labor. >> Yes. >> Okay. >> And um registered apprenticeships are 280 hours whereas internships can be paid or unpaid and they are only 90 hours. >> 40 hours, 90 hours, >> 280 >> 80. So huge hour difference. Okay. Thank you. Yep. Also, externships no longer count towards um accreditation, >> right? They narrowed those from like 13 down to
046>> down to four and then up to six. >> Okay, perfect. Thank you. >> I did have a question. First of all, I think it's an excellent program and thank you very much for including that because I think the experience that these young people are getting is invaluable. Um what grade level does this start is a question that I have. >> So ideally these internships will be our seniors because they will have gone through two full years of training with our teachers and then they can do hands-on practice. So it'll be our level three students which is our seniors. >> Thank you. [laughter] >> Yeah. >> Any additional questions or comments hearing? None. Thank you so much. >> Oh, I'm sorry. That's just one other question. Are we involving any local business owners in this
047process? >> Not in this particular one. These are the um CCPS internships. We do have internships with several businesses, but as we're looking to expand our work-based learning opportunity, Miss Stevens and Mr. Mud had the wonderful idea of growing our own within our own. So, we do have internships outside of Caroline. Um, but we're trying to make sure each operational department has an intern. >> Okay. Thank you. >> Thank you. >> So, that takes us to our monthly revenues and expenditures and ADM update with Dr. Farley. >> Thank you. Good evening, Chair Fortune, Vice Chair Sears, members of the board, and Dr. Calverick. This evening, I'll be presenting the financial report for January of fiscal year 2026. Operating revenues for January were 8.6 million with year-to- date revenues of 38.9 million or 59.58%. Special fund
048revenues for January were $366,000 with year-to- date revenues of 2.7 million or 33.34%. Total revenues for all funds for January were 9 million with year-to- date totals of 41.6 million or 56.66%. Under expenditures, operating expenditures for January were 5.3 million with year-to- date expenditures of 33.3 million or 50.97%. Special fund expenditures for January were $486,000 with 3.54 million yearto date or 42.06%. Total expenditures for all funds for January were 5.8 million with year-to- date totals of 36.7 million or 49.98%. Be happy to take any questions from the school board on the January fiscal year 26 financial report. >> Are there any questions from board members? All right, hearing none. Dr. Farley. >> Thank you. Good evening. Again, Chair Fortune, Vice Chair Sears, members of the board, and Dr. Calverick. Next, I'll be presenting the average
049daily membership update for January 2026. Average daily membership is determined by dividing the total aggregate daily membership with the number of days school is in session during the school year. The January principal's ADM report was 4,272502. The year-to- date total is 4,287.803. I'll be happy to take any questions from the school board on the January ADM report. >> Are there any questions for Dr. Farley? >> Hearing none. Thank you so much, Dr. Those reports. >> So, we are now at our consent agenda. >> Mr. Chairman, I move for approval of the consent agenda as presented. Second. >> It's been moved and properly second that we adopt the consent agenda as presented. Is there any discussion? >> Hearing none. Madam clerk, please call for the vote. >> Dr. Rollins Fells, >> I. >> Mr. Kelly, >>
050I. >> Mr. Taylor, >> I. >> Mrs. Sears, >> I. >> Dr. Hubard, >> I. >> Mr. Fortune, >> I. >> And the consent agenda is approved as presented. Um, prior to moving uh to citizens comments, I want to um make the board aware of a change in our committee uh representation. If it's agreeable to the board, Mr. Taylor has agreed to um serve as our schoolboard representative uh on the Carolina Education Foundation uh taking my place on that particular uh foundation. If there are no objections, I just wanted the record to reflect that change. All right. Thank you. All right. At this time, we've we're now at our citizen comments. Uh the Carolina County School Board welcomes public comments during regular meetings and public hearings. Speakers may address an item on the board meeting
051agenda or an item not on the agenda during this time. All comments should address a matter related to Caroline County Public Schools. Each speaker may speak for up to three minutes. Once you see the red light on the traffic light position in front of the clerk, please make your last statement. The school board chair is responsible for recognizing all speakers, for maintaining proper order, and for adhering to the time limits stated above. The chair is authorized to stop and or have removed any speaker who uses language that is obscene, constitutes fighting words, true threat threats, or solicitation to commit crimes and excites immediate, I'm sorry, imminent lawless action. Moreover, the chair may stop and or have removed any person who disrupts the orderly functioning of the meeting by making loud, boisterous, or threatening comments. Once
052you come to the lect turn, if you have not signed in with the clerk, please complete the appearance request form. State your name in your district. At this time, the clerk will call those that have signed up prior to the meeting. Hearing none, are there any citizens in the audience that would like to make a citizen's comment at this time? Are there any citizens in the audience that would like to make a citizen's comment at this time? Finally, are there any citizens in the audience that would like to make a citizens comment at this time? Since there are no comments at this time, the citizens comment period is now closed, which take us takes us to the action portion of our agenda and the approval of proposed 2026 2027 and 2027 2028 instructional calendars. Uh
053Mr. [clears throat] Mud. >> Good evening, Chair Fortune, Vice Chair Sears, members of the board. Dr. Calvaric. It's my pleasure to bring forward again this evening the 2627 2728 proposed instructional calendars for second read. [cough] The calendars [clears throat] proposed in January have highlights that include 177.5 student days, a transition day for prek, kindergarten, sixth, and nth graders, two professional learning days, an early release day on the last day of school, and a holiday for teachers and pair professionals and students the entire week of Thanksgiving. This evening, on behalf of the calendar committee, I'm requesting approval of the 2627 and 2728 instructional calendars as proposed. Mr. Chairman, I move for approval of the calendar uh with the understanding that Thanksgiving holiday uh winter break, spring break, and other uh days will be uh provided for
05412-month calendar employees as long as the buildings are maintained during those times off. >> Do you need a second for that? >> Oh, I would second that. It has been moved and properly second that we adopt the 2026 27 27 um and 202728 instructional calendars and that the holidays identified be also that 12-month employees are able to take advantage of those holidays uh so long as the buildings are maintained. That's a proper rendition of the motion. [laughter] Are there any discussion >> questions? Sure. Sure. Dr. Hub, >> is that is there impact financially? >> No. Thank you. >> Are there any any additional questions? Yeah, just I'd like to add that I I think we've done this for added those days for many years at this point and I think it is in the board's
055best interest to formally just adopt a policy with the calendar um so that it's something that we do every year so we don't have to be reminded, oh this is what we do because it's a it's a great benefit for our staff um to have that time and that flexibility in the schedule and I think that as a school division it's something that we should formalize. So we don't have to constantly adjust every year. That concludes my statements, Mr. Chairman. And I call for the vote. Previous question for the vote. >> Yes, >> madame clerk, please call for the vote. >> Dr. Hubard, >> I >> Mr. Taylor, >> I. >> Mr. Kelly, >> hi. >> Dr. Rollins Fels, >> hi. >> Mrs. Sears, >> I. >> Mr. Fortune, >> I. So, the motion is
056approved. >> Thank you, Mr. Mut. Next, we will have the school board consideration and approval of FY27 Superintendent's proposed budget. Uh, Dr. Calvary. I am back yet again. Good evening, Chair Fortune, Vice Chair Sears, and members of the board. I am pleased to be alongside our chief operations officer, Marcia Stevens, this evening to present the CCPS FY27 operational budget proposal. Four major objectives will be achieved during tonight's budget presentation. Objective one, building FY27 budget context. Objective two, an overview of the state budget. Objective three, CCPS FY27 budget priorities and objective four, budget financials associated with revenues, expenditures, and operating and special funds. Budget context. The CCPS budget development process is intentional, inclusive, and transparent, and considers various internal and external factors. A brief overview of these elements will heighten your understanding of the FY27 proposal.
057The foundation of the budget development process is our five-year strategic plan, achieve 2027, which serves as a filter for all decision-making and fiscal appropriation. The four overarching goals of the strategic plan are teaching and learning, relationships, health and safety, and talent management. These guide the division's daily work and help ensure alignment of financial resources with the school division's identified needs, goals, and objectives. This visual portrays just a few of the first semester FY26 successes that demonstrate strong fiscal stewardship of FY26 funds and intentional alignment with Achieve 2027. For example, goal one teaching and learning highlights include all five schools achieving full accreditation. Whoop whoop. The adoption and rollout of a new K12 math curriculum known as KDM and math space. year two implementation of the Virginia Literacy Act, which includes deeper understanding of the K5
058benchmark advanced curriculum and the introduction of VEL's testing in a soontobe announced secondary English language arts curriculum. Finally, we are elated to have finalized our magic school contract which solidifies our ability to provide staff and students with access to the number one AI platform built by teachers for teachers, creating efficiencies, innovation, and safe student usage. Goal two, relationships. Communication with our stakeholders has been positively impacted by the adoption of school status connect serving as our primary communication platform. E-Collect, which offers a one-stop portal for parents to fill out annual school forms with greater security and efficiency. Enrollment Express, which has streamlined school registration by replacing paper forms with a 100% online process, saving staff time, reducing printing costs, and increasing parent access. Business partnerships also fall under goal, too. and the highly successful inaugural Caroline
059Education Foundation golf tournament was held at Matapana Springs and raised $25,000 in support of grants, scholarships, and programming for the school division. The first ever Hall of Fame also recognized 16 CCPS athletic inductees and was fully sponsored by generous business partners. Goal three, health and safety efforts document a focus on mental health and well-being with the introduction of lifebridge health and inschool counseling service for students, a teaalth pilot, and the rollout of care solace which connects families to 247 multilingual and confidential concierge support for mental health and substance abuse services. Finally, turning our attention to the health and safety of facilities, CCPS was proud to erect and open the Bowling Green Elementary School learning villas in 93 days from purchase to ribbon cutting to temporarily address countywide capacity concerns. And goal four, talent management. We
060are committed to growing our own using all-in funds to complete a UVA master's reading specialist cohort to ensure CCPS is outfitted with highly qualified literacy experts. We also implemented staffguidance.org which is the employee coaching program which provides ondemand confidential support including one-to-one coaching, expert resources and professional development aimed at supporting employee well-being and retaining talent. These artifacts serve as visible evidence of the school division's focused commitment to achieve 2027 and the need for a strong needs-based annual budget with the goal of being transparent and inclusive. The budget development process reflects a multifaceted approach which of course spans multiple months, specifically October of 2025 through May of 2026. From submission of school and department budget requests to stakeholder input through advisory groups and surveys to lobbying and legislative work to public hearings to school-based budget presentations
061to collaboration with local government officials, CCPS is fully committed to developing and delivering a needs-based operations budget reflective of stakeholder voices. Ultimately, the school community's voice, CCPS data, standards of quality, the new school performance and support framework, and programmatic needs yielded a very clear funding trend for FY27, people over things. With over 700 individuals providing feedback, stakeholders identified compensation and benefits, licensed employees, and support staff as top priorities for FY27. Mrs. Stevens will now come forward to the podium and highlight key aspects of the state budget. Governor Yonan released the proposed budget for the 2628 bianium on December 17th. The budget includes $543.8 million in general funds to fully fund the state share of rebenchmarking. The budget also provides $382.9 million for a 2% salary increase for both 27 and 28 for the standard of
062quality positions. In addition, the proposed budget allocates 127 million from school construction funds plus 172 million from literary funds into the school construction assistance program. And lastly, Virginia's teacher related VRS contribution is expected to reduce by approximately 2% which would take effect July 1, 2026 for the 2728 bianium. Please keep in mind that this proposal is based on Governor Ynan and we will monitor the in we will monitor the upcoming general assembly session for changes. The majority of our state funding is provided to the school division based on our average daily membership or ADM. ADM is the membership of a student from the first day of school until March 31st of each year. Based on the reported fall membership and the state's projected ADM, CCPS is adopting 4,340 for the 27 budget calculations. The division
063monitors the ADM on a monthly basis and will update projections once March 31st ADM is reported in April. The local composite index is the calculation of the locality's true value of property, adjusted gross income, and taxable retail sales. The formula determines the school's locality ability to pay educational related to K12 education. As the LCI goes up, state funding goes down due to the locality's increased ability to pay. Caroline County for 2728 LCI decreased from 3501 to 3478, which is a 66% decrease. The FY27 governor's proposed budget includes $2.04 million in increased state revenues for CCPS. The revenue highlights includes 515,000 of additional funding for special education standards of quality and add-on funds due to our special education population growth we've seen in recent years. 451,000 in basic aid and compensation supplement to support the 2%
064proposed increase for SOQ positions and basic aid supports, 299,000 for projected sales tax increase, 497,000 for atrisisk funding, and 317,000 for Virginia preschool initiative. Staff is utilizing that ADM of 4340 at this time. We'll continue to monitor. The local match is also a 1.03 03 based on the governor's proposed budget. Dr. Calvaric will come now and present the priorities. This year, CCPS principles and department heads submitted 30 budget requests, each aligned to an achieve 2027 goal. Each item was reviewed and categorized as mandatory critical need or need and want. With over 700 advisory participants and survey respondents, six major budget priority trends resulted. Compensation, exceptional education, general education, literacy, career and technical education, and three standalone requests. Greater details will be provided over the next several slides. As we proceed, please note that all included
065positions reflect full benefit costs of employee plus one health insurance and a step five salary for budgeting purposes, compensation, and benefits. To remain competitive in the regional labor market and to strengthen recruitment and retention efforts, Caroline County Public Schools seeks to achieve a 3% annual salary increase for all instructional and support staff. While the proposed K12 budget for the 2628 bienium includes a 2% salary increase for SOQ positions, CCPS recognizes that continued investment in employee compensation is critical to addressing ongoing workforce challenges. Over the coming days, CCPS will closely monitor actions by the General Assembly related to teacher and staff compensation. As Governor Spanberger has noted the need for the Commonwealth to achieve or exceed the nation's average teacher salary during her term. In FY23, targeted compensation was provided to custodians, grounds, paras, ITAs, food
066service techs, cashiers, assistant managers, receptionists, attendance clerks, and the parent teacher resource center. and a 7% increase was provided to all employees. Additionally, in FY23, step one of the Paypoint HR study was implemented, which provided teachers on steps 0 through18 with retroactive pay at the end of the fiscal year. Increased ADM monies were utilized to fund this $563,21 implementation. After implementing step one at the end of FY23, all FY24 skills were adjusted so employees received a 5% increase inclusive of a step. Also in FY24, CCPS used state monies to provide a 1% retroactive salary increase to all staff in January of 2024. In FY25, local funding paired with state funds enabled CCPS to provide a 3% plus step to all employees. In FY26, our current year, CCPS provided a 3% increase for all staff, inclusive
067of a step, and adjustments to the education support scale were made to increase the starting wage from $12.88 to $13.75 per hour. And finally, as previously shared for FY27, CCPS is proposing a 3% increase, which is inclusive of a step for all staff. To build on progress made during the FY22, FY25 years, CCPS again reviewed first and fifth year teacher salaries in comparison with neighboring divisions. Investments made over the past four fiscal years had successfully moved CCPS into the regional mid-range. However, this year's analysis shows that surrounding divisions have continued to accelerate salary increases at a faster pace. As a result, CCPS now ranks 13th out of 20 for firstear salaries and 14th out of 20 for fifth year salaries. The accompanying charts illustrate this shift and underscore the need for continued strategic investment to
068preserve competitiveness and sustain the progress achieved. As part of our ongoing review of teacher salary scales, CCPS again compared 20, 25, and 30-year salaries with regional peers. Last year's comparison showed that prior investments strengthened alignment across the scale and positioned CCPS competitively within the re within the region. This year's data indicate that CCPS currently ranks 15th out of 20 for 20ear teacher salaries, 12th out of 20 for 25year salaries, and eighth out of 20 for 30-year salaries. While CCPS has maintained progress across much of the scale, surrounding divisions have continued to make targeted investments in veteran teacher compensation, resulting in increased pressure at the mid to upper end of the scale. Those trends underscore the importance of continued monitoring of regional compensation landscape to ensure we remain competitive across the full career span. particularly for
069experienced educators whose stability and leadership are critical to school success. Moving on to support staff. Despite FY26 scale adjustments for the noted support staff categories, CCPS remains ranked six out of six to strengthen recruitment, retention, and daily operations. focused investments to be a critical need continue to be a critical need for custodians, paraprofessionals, food service technicians, and cashiers to improve our competitive standing within the regional market. For awareness, CCPS will be engaging in a new compensation study in the fall of 2026 to inform FY28 budget requests. Moving on to health insurance, CCPS has not yet received our formal renewal rate from the local choice. However, our claim analysis projects an 11 12% increase in premiums. If confirmed, this would result in an employer increase of $886,000. We do anticipate the local choice premium document to
070arrive within the next couple of weeks. Health insurance trends. It's important to view our longitudinal data surrounding health insurance rates. Specifically, state health insurance averages are anticipated to increase between 9 to 10% and the national average falls between 8 and 9%. While the bar graph above documents a rather volatile pattern for CCPS with the local choice, the 8-year average premium increase equates to 8.166. Once the 2027 rate is finalized, we will be certain to update the bar graph and modify our average increase. Moving on to our final benefit, maternity paternity. We are requesting funding to provide employees with up to six weeks of paid maternity or paternity leave, including provisions for those with supplemental short-term or long-term disability coverage. This benefit would ensure employees on parental leave receive income replacement equivalent to 100% of their
071regular base pay during the approved leave period. For employees participating in the Virginia Retirement System hybrid plan or who elect and qualify for supplemental disability insurance, the disability benefit would be applied first with the organization covering the difference to ensure full base pay. This approach guarantees that all employees, regardless of supplemental coverage status, receive full income replacement during parental leave. Moving into exceptional education. The Office of Exceptional Education provides a comprehensive range of support services to students with disabilities. By utilizing FY27 survey data, CCPS aims to ensure that each student receives individualized support, promotes academic success, and fosters social emotional growth. To achieve this, Bowling Green Elementary School is requesting one collaborative teacher. They have the largest population of students with disabilities at the elementary level with 167 students. Bowling Green Elementary currently has four
072collaborative teachers to support kindergarten through fifth grade. The addition of another collaborative teacher at Bowling Green would provide targeted instructional and behavioral support, increasing co-eing capacity and directly addressing proficiency gaps. This additional support also directly aligns with the federal and state accountability data for students with disabilities at Bowling Green Elementary School. One para profofessional paraprofessionals in the exceptional education department provide direct support to students with disabilities under the supervision of a licensed teacher. This request is directly related to an intensive support classroom position request which you are about to see. one behavior support teacher at Madison. Madison Elementary is the only elementary school in the division without a behavioral support program. At this as a result, students who require this level of IEP support must currently transition to either Lewis and Clark or Bowling Green
073elementary schools. The programs at both buildings are currently at capacity. Establishing a BSP or behavior support program at Madison would allow these students to remain in their homeschool, ensuring equitable access to services, minimizing disruptions for families, and creating additional capacity in the BSP programs at Lewis and Clark and Bowling Green. Our final exceptional ed request is a budget increase for contracted services of $1.7 million. Due to the ongoing critical shortage of related service providers, CCPS relies on contracted services for students requiring speech therapy, occupational therapy, physical therapy, support for deaf or heart of hearing students, orientation and mobility services, teachers of the visually impaired, and skilled nursing. With the number of students qualifying for these services steadily increasing, the costs continue to rise. Due to the heightened expense of contracted services, a budget of increase
074of $1.7 million is necessary. Moving into general education teachers, we are requesting three classroom teachers. A math teacher at Caroline Middle School. Virginia is increasing cut scores for middle school mathematics, underscoring the need to accelerate student achievement. Adding a new math FTE will allow for dedicated algebra sections with split block intervention support, as well as at least two math workshop sections to serve as tier three intervention across all grade levels. This position would also enable our current math coach to be pulled out of the teacher rotation and transition fully into his full-time role as coach, ultimately strengthening tier one instructional support and improving math instruction schoolwide. Caroline High School is requesting a history social science teacher. As the number of students pursuing advanced diploma continues to grow, students are required to take four years of
075history social science which is increasing our overall course demand. The high school has also expanded AP history offerings and electives further increasing instructional loads. An additional history social science teacher would also allow Caroline High School students to remain in their academy cluster for history instruction, which is similar to the current English language arts model currently underway. That third and final teaching position is Lotus Academy Elementary Teacher. This position would provide instruction and targeted behavioral support to students in grades two through five with an alternative education setting at Lotus Academy. The teacher would deliver intensive behavioral interventions and provide all instructional services, including those with 504 plans. It should be noted that this position is currently in place and filled and it is being paid for through all-in funds which expire on June 30 of 2026.
076Moving into the literacy arena, two reading specialists, one at Bowling Green Elementary and one at Caroline Middle School. An additional full-time reading specialist is needing at needed at Bowling Green Elementary School. With minimal reading growth over the past three years and needs intensive support distinction, additional targeted support is necessary to help students reach proficiency. Caroline Middle School reading performance has improved from 55.45% in the school year 232 24 to 63.71% in school year 2425. However, significant gaps remain in literacy outcomes particularly for students with disabilities and English learners. Adding a second reading specialist at CMS with over 950 students will support Val's testing, reading plan development and monitoring, delivery of interventions, and an effective roll out of the soontobe adopted new English language arts curriculum. K12 literacy support specialist. We are requesting that the K12
077literacy support specialist be transitioned from expiring all-in grant funding to the permanent local budget. This position is critical to sustaining momentum and ensuring long-term success under the K8 Virginia Literacy Act. The support specialist supports divisionwide literacy improvement by strengthening foundational skills and promoting the effective use of high quality instructional materials. Career and Technical Education. A full-time grades 6 through 12 career counselor is being requested. This position will strengthen college and career readiness by ensuring consistent implementation of academic and career plans, providing staff and student support, and ensuring compliance with state 3E requirements. The counselor will also support high school seniors with college applications, financial literacy, scholarship access, and career pathway planning, increasing the percentage of graduates who successfully transition to postsecary education or sustainable careers. CTE coordinator. Establishing a district level CTE coordinator will provide
078K12 oversight, foster early discussions around 3E readiness, expand pathways and middle school exploratory programs, enhance the academy model, and support evolving CTE requirements and strategic employer partnerships with the Virginia performance framework placing greater accountability on CTE completers, credentiing, and work-based learning. The CTE coordinator will also focus on grant applications and monitoring to sustain and advance these critical programs. One elective teacher to be split between the middle school and the high school. They currently share one FTE. So this would make them whole. They each would have one FTE. This is being requested due to the continued growth in our CTE pathways. Specifically, this request is associated with agriculture and STEM programming. And we do have three standalone priorities. Number one is the attendance officer. To ensure continued success and improving student attendance, we propose transitioning the
079attendance officer position from expiring all-in grant funding to the permanent local budget. Chronic absenteeism improved significantly across the division last year with 80% of schools showing notable decreases. CMS experienced the largest drop and was the number one school in our region with a 10.8% increase and followed by Lewis and Clark with a 6.5, Bowling Green with a 6.2 and Madison with a 4.8. Again, that is a decrease in chronic absenteeism. These improvements reflect the positive impact of the attend software program in promoting consistent student attendance as well as the attendance officers astute monitoring of attendance data, scheduling of individual student and parent meetings and weekly attendance meetings at each school. Transportation routing system. We are requesting a new transportation routing and fleet management system to replace the current outdated software. The existing system does not
080support the county's growth or the updated county GIS system which is critical for accurate bus routing. It cannot accommodate new communities and housing developments limiting transportation operations. Additionally, a modern system would enable a bus app allowing would would afford us the opportunity to use a bus app which parents and students could use to see real-time bus arrival and drop off information, ultimately improving communication and certainly customer service. And finally, an alo office administrative assistant at Lewis and Clark Elementary School, which serves over a thousand students. This budget priority aligns with the CCPS office assistant staffing formula of four positions per 9001 to 1100 students. This position is critical for ensuring smooth daily operations of Lewis and Clark Elementary School. At this time I will we've outlined the sources of increased state money and our proposed
081priorities. So what does all this mean in rel relation to revenues and expenditures? Mrs. Stevens, it is essential to review our revenues by source to identify potential revenue gaps in the school division's annual needs based budget. The state revenues are projected at an increase of $2 million. While we're also showing a decrease in our other revenue category, it's due to the one-time increase for -ate funds in the prior year that were purchased last year. Should no local operational increase be received, CCPS fiscal year 27 proposed operational budget will have a revenue gap of $1.8 million. And looking at our expenditure expenditures by category displays how our division's revenues will be spent in the fiscal year 27. Our largest increase of courses are in our instructional category which is in result of compensation increases of the
082new proposed positions in addition to the $1.7 million in special education related services. Technology also has a larger increase due to the replacement of that transportation routing software for our buses um in which will include that bus app for our parents. The textbook fund amounts have been adjusted based on the state calculations for textbooks with utilizing the same ADM. There's not really a change in the funding. In addition, we brought over 800,000 into the current year for the um adoption of the curriculum in which we are not carrying that over in next year because it'll be purchased this current fiscal year. The budget financial documents us leaving a revenue gap of 1.820 820 million. The revenue, the funds are needed to operationalize the fiscal year 27 budget priorities as presented this evening. We encourage all
083community members, staff, and students to remain involved in the budget process. On February 10th, which is indeed tomorrow evening, the budget will be presented to the board of supervisors. The county administrator is scheduled to present the FY27 budget to the board of supervisors on March 10th with the public hearing slated for April 7th. At this time, we are happy to take any questions that you may have in relation to the FY27 proposed school operating budget. >> Are there any questions from board members? >> Certainly, I'll go first. >> All right, Dr. Hbert. Um, one of the things I learned uh military service is that no plan survives first contact. Um, I'm interested in understanding what our contingency plans are in the event that we don't get the funds that we're looking and you know, if
084I'm understanding, we're asking for an additional 1.8. Is that correct? Okay. Uh, 1.8. the plan that you have uh eloquently uh worked out and oh by the way staff I certainly appreciate your input uh and your guidance uh to getting us to this point so I applaud that. Um, so this is 27. So if we don't get those funds, a lot of a great many of the initiatives that are here that would address, for example, Bowling Green Elementary School are in this plan. So, if we don't get the funds, uh, or we'll get some funds, but let's say we don't get all that we're asking, what are the plans to address the, uh, intensive support that the Virginia Department of Education has labeled Bold Green School. Now, before you answer, the reason I I'm not
085specifying them above anybody else. What I'm saying is on that grand scale where what needs our immediate attention is that school that has received the designator of requiring intensive support. So my question is how are we going to uh plan or what are the planning parameters that you're looking at in the event that we don't get the funds uh that we need? I'm going to start by thank you for the question and um just sharing that I have been in the school division for 10 years and we have never had a fully funded budget and so the process that you are inquiring about is something that is part of how we do business. We recognize that the Code of Virginia requires us to provide a needs-based budget and we of course have over 700 stakeholders
086that help us define what that means for this upcoming fiscal year. But upon delivery and adoption, we always come back and have to adopt a revised budget. So in between those bookends of approval and the revised approval, we are constantly monitoring legislation. For example, when you have a rebenchmarking process and you have a gubanatorial transition, there are so many unknown factors. So this is our best roll out based on currently available data. So, we will look at any additional funding that we're anticipating coming out of the state based on the platform of the governor and the legislation that we're monitoring. We will adjust according to what we see associated with the local choice um premium quote that we receive. We will evaluate what we receive in grants. So, for example, we have already received over
087the last month. We've been very busy behind the scenes writing for every grant that has come forward and we have been very blessed. And I'm going to um turn around and give the hairy eyeball to Mr. Mud just so he can help me with the dollar amounts. But we received two distinct math grants that we were just notified about. And I believe collectively they total around $300,000. >> Acceleration. Yes. >> Yes. around 300,000 and we also received a literacy grant and I can't recall it was 150,000 >> 220 combined >> both uh the middle school and uh Bowling Green. >> Thank you. So Bowling Green and CMS each got the literacy grant and so combined uh per uh Mr. Mud it was approximately 250,000. So those two schools that we have one that's off track
088and one that is in need of intensive support because of the federal identification, we are 100% looking at many avenues to lift the work that must be done to continue moving the needle forward. Um we also evaluate our department budgets. So like we have to have skin in the game as well, right? We have to look and see are there are there any inefficiencies or programs that aren't yielding the data to demonstrate they need to continue. So we do our own internal audit of our budget and start making amendments in that manner as well. So that's a long-winded way to say we are just beginning as you noted this won't pass the muster in round one necessarily and survive to the bitter end. Um, we would love to be fully funded, but we know that
089there are many puzzle pieces to the county's work and the state's work. >> Great. Thank you. If I if I may continue. Um, now I'm going to kind of get into the weeds, but not too much into the weeds. Um, for folks who are wondering, our total budget our total budget for this school division, if I'm understanding the briefing upstairs, is 74 million. Is that correct? >> 70 million for operations, 7.2 million for grant funds and food service and textbooks >> for a grand total of >> around 77 million. >> 77 million. Okay. Um the other question had how many students are at Lotus? >> Our capacity is around 30. >> Max is 30. Okay. And that does not include the new elementary program and it does not include students that are there for the
090alternative suspension program. That is solely the Lotus Academy placement. >> Got it. Okay. My last question, this is into the weeds. How much savings do we make from uh vacancy um savings? You know, FTE because that can be a significant chunk of a significant amount of money. Um, which could help also in this equation. >> Certainly, when I rolled my budget over, so we do a brand new budget for our compensation annually. When I rolled the budget over, we're looking at 700,000 baseline savings and salary and benefits. >> 700,000. Yes, sir. >> So, 700,000 plus, >> it's already included and all >> plus the 520 in grants and I think there was something else that was in there. So, that's a a good range. 700,000 is already included in your baseline budget in the budget
091that we are presenting currently. The 500,000 on the grants is currently not in our budget because we're monitoring all those grants and we'll be adjusting the grant revenues and expenditures to match each other. >> Great. Thank you. >> Are there any additional questions or comments from board members? >> Yes. Uh question comment about um Dr. Dr. Cal mentioned um next fall doing like a a a study for staff salaries because we've done it before seeing what our surrounding v divisions are and I just it in my other job it it has become increasingly clear because there was this massive hiccup where nobody was entering the workforce to be teachers and school divisions statewide and quite frankly nationwide have decided to for lack of a better term entice mature and experienced teachers to stick around a
092lot longer than they probably normally would. And they're usually doing that financially. Uh I look forward to us doing that because I know every division in the state is doing everything that they can financially to keep people in the profession. But I just wonder with such a large percentage because a work we had a workshop before this and such a large percentage of our operating budget is based on salaries is I mean I I I know that we have put a lot of time and effort into the middle of the road but even with that it's like everybody else around us has ports even more into the pot to keep and retain staff. Um, is there a possibility that we could in addition to doing a study, I would really, we've talked about doing like
093a five-year plan with the board of supervisors in regards to facilities. I would really like to sit down at the table with them regarding staff and what we would do collectively like what's our plan moving forward considering the needs that we have in our school division. Could we potentially look at them and ask them about not just facilities but also our operating expenditures? We certainly can present that request. Um, this will be the third salary study that we have conducted in my time in Caroline. And unfortunately, the first study wasn't really able to be lifted at all. The second study which we referenced um in the slide this evening for fiscal year um for the fiscal year 23 to 26 overview. You noted we were able to achieve step one um of this past salary
094and compensation study. But once we got beyond that, the a dollar amount associated with increasing our collective scales was not achievable um per the money that we were receiving. And so we come to the table with data and we come to the table with the recommendations of whatever vendor we've gone out and selected and at times we're not able to really operationalize some of those recommendations. So we have done our very best to look at alternative benefits. So, you know, you you hear us talking about um preschool benefits or tonight we're talking about paternity and maternity leave. We try to sweeten the pot. Tonight you gave the the weeks of vacation. We try to sweeten the pot in other ways that we can control because the dollar amount is within our operational budget parameters um
095when we're not able to achieve the the true salary increase. But yes, we absolutely can continue to request, you know, a a >> A plan. Like >> we come with a plan. We simply >> every government's organization needs to have a a short and a long-term plan to what the goals and objectives are and then what's our path that we're willing to take to get there >> because I I see this and I have done the math with my co-workers and in these buildings, >> right? In 10 years from now, there's going to be a a large number of people that are moving on to the next stage of their life, myself included. And that is going to lead a leave a large gaping hole in our educational facilities as to who's going to step
096in and do that. And we really do need I feel financially we need to be better to entice the next generation of people to come in instead of just putting band-aids on these problems. And what can we get these guys? Like we've done it ourselves. we get somebody to come out of retirement and they'll they'll fill in for one more year. But I think that if we sit down with the board of supervisors and develop that plan, you know, we have a plan of action for what we're going to do to >> hire and retain highquality staff. So, I look forward to the fall and starting that process. And again, I think we should ask the board of supervisors to be involved in that process with us. So, it's just not us sitting there saying
097this is what we need. so they can see the whole picture as well. >> Absolutely. Thank you for the suggestion. >> Are there any other questions or comments from board members? Uh yes. um the the grant funds that we have uh applied for and again congratulations uh on being able to secure uh those those funds because they'll make a a major difference in what we're trying to do. >> Yes, sir. I guess my question is uh when we think about the grant funds or even the the one year of the one cent tax that we've kind of been talk talked about uh at the state level. Those funds don't come directly to to us as a school system. They go to the board of supervisors and then they have to uh give them how does
098that work? Certainly. So when we're awarded a grant, the funds do come to us directly either on a reimburseable basis or upfront. However, we need budget authority. So the adoption of the budget in order to spend those grants and receive those revenues in. So with those new grants coming in, we were not aware of those prior to the budget being adopted last year. So we will be coming back for a budget amendment from both the board school board as well as the board of supervisors in order to bring those in. And it's just the authority of the budget. It's for us to be able to receive them and expend them. >> Okay. There are no matching funds. Um >> there's no required matching funds in these particular grants. >> Okay. So all they all we
099have to do is go to them and and they actually give us I guess permission if you will to >> they are the appropriating body >> and therefore we need the appropriation. >> Okay. Okay. Thank you. Can I ask a followup? >> Sure. Um we addressed 27 budget. Great. Um and if all comes to pass we we'll we'll do great. What are we doing with the current budget right now to address Bowling Green shortfalls? >> I would like to respectfully request that we do a workshop associated with Bowling Green and CMS so that you are well equipped to walk away with a greater understanding of how we have been earmarking supports and resources for those two specific buildings. It's an extensive list and I wouldn't do it justice by calling it all out at the
100podium tonight. So, if the board would entertain that as a future workshop, we'd be happy to pull that information together and we certainly can do it in the public if that's the preference. Um, but a workshop would allow you to ask questions um and get maybe a bit more into the weeds. >> Mr. Chair, I'd like to make a request that that be the next workshop that we have. >> Okay. Sure. Uh, any objection? >> No. Mr. Mr. Chairman, I move for approval of the uh FY27 superintendent proposed budget. >> Second. >> It's been moved and properly second that we approve the FY27 superintendent uh proposed budget. If there no further discussion, Madame Clerk, please call for the vote. >> Mrs. Sears, >> I. >> Dr. Hubard, >> I. >> Mr. Taylor, >> I >>
101Mr. Kelly, >> hi. >> Dr. Mr. Rollins fells. >> I, >> Mr. Fortune. >> I, and the FY27 superintendent proposed budget has been approved. >> Thank you, Mr. Chair. >> Yes, Dr. Hood. >> Do we need to make a motion to for the work? We don't need that, right? Just you'll make it happen. >> Okay. Thank you. That takes us to the new business portion of our agenda where we will have a first read of the secondary ELA HQIM for adoption with Mr. Mud and Mrs. Hastler. >> Good evening, Chair Fortune, Vice Chair Sears, Dr. Calvaric, and members of the board. CCPS is dedicated to the review and approval of 6 through 12 English language arts highquality instructional materials that are aligned to the 2024 English standards of learning. This supports CCPS goal one teaching
102and learning of achieve 2027 and our commitment to having resources that support a system of quality education. At this time, I'm going to turn it over to Miss Kim Hastlip, literacy specialist, who will take you through the process of the selection of our secondary literacy HQIM that we propose to you this evening. Good evening. It's good to be with you uh tonight. The alignment of textbooks and instructional materials with the state's academic standards provide a foundation for student success. The Department of Education along with the assistance of experienced classroom teachers and other educators, reviews textbooks and instructional materials for alignment with the standards of learning, and makes recommendations to the board of education on state adoptions. Once this process occurs, local divisions may elect to adopt materials. CCPS is dedicated to the review and approval
103of K12 English language arts textbooks or highquality instructional materials that are aligned to the 2024 English standards of learning and is committed to having resources that support a system of quality education. The Virginia Board of Education approved the 2024 English Standards of Learning in March 2024. These standards are now being implemented statewide, and an adoption of approved textbooks ensures that CCPS classrooms are equipped with instructional materials fully aligned to those expectations, supporting consistent, highquality instruction for all students. On December 3rd, 2024, the Virginia Board of Education approved a list a list of 612 English language arts textbooks and instructional materials. The recommendation that we bring to you this evening is from the approved list. Unlike elementary divisions [clears throat] are not required by the Virginia Literacy Act to adopt highquality instructional materials or HQIM for
104core instruction uh for grades 6 through 12. Caroline County's previous secondary textbook adoption aligned to the 2017 ELA standards of learning is set to expire June of 2026. Through this review process, we have diligently sought to identify highquality curriculum aligned to the new 2024 ELA standards that are the best fit for our students and teachers. In October 2025, a survey was conducted requesting input from English teachers and administrators on the priorities for adopting highquality instructional materials for secondary English. Five top priorities noted were alignment to the 2024 Virginia English standards of learning, texts and materials that integrate reading, writing, and discussion to build knowledge on a topic. High quality rigorous texts that are rich in vocabulary and meet appropriate complexity for each grade level. supports for teachers, ease of use, scope and sequence and planning
105tools and fostering of real world and cross-curricular connections for students. It is also important to note that 100% of respondents preferred both print and digital formats uh be available for teachers and students. A textbook adoption review committee was formed to review the programs that best fit the needs of CCPS based on stakeholder interest and priorities. The 20 members of the team represented a range of stakeholders including teachers, administrators, gifted specialists, reading specialists, exceptional education teachers, LEAP teacher, parents, and central office staff who were self-nominated or recommended. During the first committee meeting on November 18th, team members were able to review samples of print materials and take part in in-person presentations from each of the three vendors that highlighted the features of the program. Those were HMH into literature, Savis, my perspectives, and McGraill study sync
106noted there with their logos. During the period from November 19th through January 12th, committee members conducted an independent review of digital resources platforms and print samples of each program. A few designated teachers piloted the use of the programs in their classrooms as part of a lesson as part [clears throat] of the review process. Each committee member then completed notecatchers and rubrics for each of the three programs. On January 13, 2026, the committee convened for the second time for a structured review of print materials, collaboration, and discussion. This meeting culminated with the completion of new rubrics, and ranking of the three programs to determine the two finalists. Committee members were highly engaged in this process and took great care in this portion of the review. The criteria listed, next slide, please. That's okay. The criteria listed
107represent CCPS's commitment to support highquality instruction in each and every classroom. You have a copy of this rubric um in your McGraw Hill uh folder or packet. After the independent review and the second committee meeting, all three programs were scored using the common rubric. The rubric results clearly showed that McGraw Hill Study Sync and Savis My Perspectives consistently scored higher across most categories. These two programs demonstrated stronger alignment to the 2024 standards, more rigorous and diverse texts, and more comprehensive instructional supports for teachers and students. Based on the overall averages, HMH into literature did not score as strongly as the other two programs. So, the committee reached consensus to move forward with study sync and my perspectives as the two finalists. From there, we opened a broader review period so additional stakeholders could examine the
108materials and provide input before a final recommendation was made. As part of the process, print materials for SAVIS my perspectives and McGrawill Study Sync were made available at CMS, CHS, and the schoolboard office for review. Survey access was also provided at each review station via QR code. The opportunity to view the materials at these sites was also shared on the district website via email and through the insider. Additionally, the digital links to the materials were also shared with all stakeholders if they were unable to come in person to assess the materials. On January 27th, CCPS hosted virtual vendor presentations to provide the finalists with an opportunity to share more information about each program and give stakeholders a chance to learn more and ask questions. 17 stakeholders representing CMS, CHS, Lotus Academy, and the CNI team.
109The CNI team and senior leadership participated in the presentations. Stakeholders were invited to complete a final survey to select their top program. After closing the closing of the survey, the CNI team use the results to make the final recommendation we are bringing to you this evening. The 612 textbook program we are proposing for adoption as our secondary English language art HQIM is McGraw Hill study sync. According to the final survey, the majority of stakeholders, primarily secondary English teachers, selected this program. The three main reasons for their selection were the instructional design and support for teachers in terms of planning and scope of sequence, supports for exceptional ed exceptional education students, and the quality and diversity of text. The development of study sync was guided by renowned researchers and practitioners in the field. It is built
110upon a strong research base and designed to meet educator and student needs in today's changing world. Each grade level includes six thematic units connected to essential questions, opportunities for integrated reading and writing, highquality, complex and culturally diverse texts, and a variety of assessment opportunities. Some overview materials for study sync have been provided in your folder for your review and reference. Other highlights of study sync include embedded supports for exceptional education and English language learners, differentiation options for those student groups as well as advanced learners. for writing extended writing projects for each unit, the write precise tool for analyzing and providing targeted feedback to students, an anonymous peerreview tool, and a video feedback tool that allows teachers to be supported with conferring and provides students with fast verbal feedback. The quote on the screen is just
111one of many positive comments we received from stakeholders about McGraill Study Sync. The estimated total cost for the proposed 7-year adoption of McGraw Hill Study Sync for grades 6 through 12 is $645,740 87. This cost includes six novels per grade level in addition to um to print and digital materials, textbooks, teacher editions. It also includes two day I'm sorry um six novels per grade level for grades 6 through 12. That's one per each of the six units. Ensuring that students have access to high quality anchor text, two days of professional learning each year for the duration [clears throat] of the contract, which is critical for strong implementation and teacher confidence. Please note that this is a projected cost and may adjust slightly based on student enrollment over the life of the adoption. Overall, this investment
112supports long-term instructional consistency, alignment to the 2024 English standards of learning, and sustainable support for teachers and students. A detailed quote has been provided in your packet for your review. This concludes the first reading for the CCPS secondary ELA core instructional program overview. We truly appreciate your support in this process and are happy to take any questions that you have at this time. >> Are there any questions or comments from board members? >> I have a question. >> Yes. >> Um, with the novels provided, is it is there like a selection teachers can choose from to kind of mix and match or is it here is sixth grade and here's the novels? There's a list of recommended novels that align with the essential question for each unit. Um but teacher teams and our vision is
113that our uh curriculum guide, pacing guide, development um teacher teams will be a part of selecting the novels for each of the units for each of the grade levels. Yeah, great question. Thank you, >> Mr. Oh, I'm Seven years. Yeah. >> Mr. Mud, can you please define the two funding pots associated? One for the middle school adoption and the fund for the sec the high school adoption. >> Yes. And we still have um details to work out related to the professional learning component, but as Dr. Calvaric mentioned um that is the total um figure and and like I said we'll have some adjustments but we do plan to pay for the materials out of two pots of money u for the six through eight materials we are going to be using all-in funding um which
114were able to do if you recall all-in is K through eight and then for the high school materials we'll use our textbook fund in addition to that we are planning ing for some robust professional learning um specific to the middle school in particular um and that we will use all-in funding to do some add-on professional learning as well. >> If I may guess um all in funds is I've heard that all night long. What what is left in the ledger of all in funds? >> As we shared this evening in the presentation, all money um is encumbered totaling $1,791,02 of the 1,810,740. These amounts that were outlined this evening for the literacy HQIM adoption are included within those encumbered funds. Uh obviously some of the amounts are not yet exact. So, we will be meeting
115monthly in the fourth quarter so that we can make those small adjustments and then potentially purchase additional trade books or additional interventions that might supplement in the area of students with special needs, gifted English learners. So, all of those aspects will be greatly monitored. >> Thank you. >> Any additional questions or comments? Yeah, I I this I've been very very impressed with the amount of information and I think this is probably the most comprehensive um and detailed uh textbook adoption that I have seen and I' I feel very very comfortable with where we are going with this and as such I would like Mr. Chairman and Lisa's going to get mad at me. I'd like to move for a waiver of first read and move for approval of the secondary ELA HQIM for adoption tonight.
116It's been moved and properly second that we wave the first read and adopt the secondary ELA HQIM. Are there is there any discussion? >> Yes, Mr. >> H. What are the pros and cons of doing making that motion tonight? >> So, on our end, we did not anticipate any additional discussion between now and second read. Um, we did not feel that there was a I did ask Dr. Neighbors if if we needed to wave first read and I think one advantage could be that we can solidify our contract and work on the professional learning component and be a month ahead of where we would be um in March. So that would be one advantage. Um I'm looking at Miss Hastip. I don't I don't Sure. Sorry for the adjustment. Um, [laughter] >> another another advantage
117um would just with solidification of the contract would be just helping to ensure that we receive materials um before the close of the school year and that we're able to put those in teachers hands. uh which was a very attractive option um to all those who participated in the review process just wanting to have those um before the close of the year and be engaged in professional learning um with those materials um before summer. >> Just one followup, the price tag is not going to change. So the numbers that we're seeing here are fixed. the the price tag could potentially change as but um this is the quote that we have at this time. The additional money that I would anticipate would really be on the all-in side related specifically to the professional learning that
118we still need to kind of shake out. I didn't finish my thought early a minute ago. I did ask Dr. Neighbors if she was comfortable with the current timeline or did we need to wave first read? They were comfortable with the process of first read, second read, but as we've articulated, there certainly are some advantages to um to getting started earlier, but but we are comfortable following process as well. >> One follow-up question for consideration. Tonight is the first evening that we've shared publicly what the vendor of choice >> is, correct? And so do we believe that any constituent or employee would want to weigh in between this first reading and the second reading or there was considerable consensus in the committee which was reflective of all stakeholders >> 86% were in favor of it
119according so >> that's correct. Yeah, that's that's a B+ almost. >> It is. It is a B+. You're exactly right. Almost. Um, so that 14% I just want to make sure that we don't feel that we're eliminating their voice in any way that would be detrimental. >> And they typically wouldn't have another opportunity to provide, you know, feedback at this point in the process. I hope I'm saying that correctly. Not formally. >> Right. Right. >> Right. >> And then just for full transparency in terms of the price tag, an adjustment that could um lead to it um going down is if we made any adjustment in numbers on the novel end. Um we're talking um six titles um one per unit for each grade level. and we priced that per student versus class set. So
120if we made an adjustment there, let's say just in the interest of storage um of materials, that price tag could go down uh because of that. >> If Mr. Chair, what is your recommendation >> for >> do we I'm okay. I'm comfortable with that and I believe I'm aligned with Mr. Mud and Dr. Neighbors um on that >> Mr. Mud. >> Yes, I'll I'll just reiterate we we are comfortable with first read second read there certainly are some advantages. We we do not anticipate feedback between now and second read which I think is what Miss Heslip was saying even the 14% I don't think will had um you know strong passion um that they would be coming to share additional feedback between now and then. >> I think I think the group the review team
121in its entirety certainly saw advantages to both um of the two finalist textbooks. Um and you know the those um feelings weren't far apart in terms of of those who maybe chose um the other finalist as their first choice. Um but I think they will certainly adjust and be happy um with the final selection. >> I do have one more question. This is more about vertical articulation from elementary to middle. Certainly middle to high will be more natural using the same vendor um with McGra Hill, but uh Miss Haley and Miss Hastlip and Miss Perkins did a lovely job adopting our HQIM a couple of years ago for benchmark advance. I'm curious what conversation or dialogue has had been had in relation to how benchmark advance will marry nicely with McGraill. Has that bridging scenario
122been discussed? >> I'll give that to Mr. M. >> Yes. So, as we've talked about tonight, we have been the fortunate uh benefactor of some grants. And so, with that, we're currently in discussion with um a literacy network provider. Part of the work with that, which has been um great. I was in a meeting with Miss Haley earlier today is they become very familiar with our materials and they are also supporting both elementary bowling green and the middle school. So they know that they are awaiting adoption um to hear what we will be adopting but they are familiar with these materials that we were looking at for secondary. So part of their work is exactly that Dr. Calvaric it is um digging in. They they made a comment that really spoke to us um about
123a month ago and that is they're not about um pushing uh more or different materials. They're all about taking a look at what we have as a division and helping us lift that in the most effective way for kids. And so I'm very confident in the conversations we've had. They have been very engag engaged. they are anxious to find out what we will end up adopting so that they can then really join that work together. >> Thank you, >> Mr. Chairman. If I could just say yes. >> Um I second this for this very purpose to to have this dialogue and uh I I believe that there's been a lot of study in this recommendation. I believe it's a good recommendation and I don't think that there's going to be anything that's going to change
124in 30 days that's going to make a difference. So I would call for the vote if that's order. If that's in order. >> Yes. If there's no there no further uh discussion. Madam cler >> Mr. Chairman I did have >> Oh yes, Dr. I just wanted to make sure that um for the record that we are not circumventing our due process with waving first reads. Typically when we do that it is timesensitive for example with the I think it was something in the student code of conduct and that sort of thing. Um I just I just need to say that out loud to make sure that we're not establishing a precedent of doing so. That would be my concern. >> Thank you, Dr. Rollinsvilles. Anyone else? Madame Clerk, please call for the vote. >> Mr.
125Taylor, >> I. >> Mr. Kelly, >> I. >> Dr. Hubard, >> I. >> Dr. Rollins Fels, >> I. >> Mrs. Sears, >> I. >> Mr. Fortune, >> I. And motion carries. Thank you so much, Mrs. Hel and >> Mr. Mud. So, this takes us now to school board member comments and uh we will start this time to my right with Mr. Kelly. >> Thank you. Uh I have no updates from the Ches Bay. Um they've like everybody else has pretty much been out of work for the last couple weeks. Um I did get to attend the um ATI the UMW um board meeting last week and they've also started the budget process. So it's like twice the fun for me. I can't believe how lucky I am to sit through two budgets. We're going to
126vote on that I think in two weeks. Um there is some potential for a uh that program expanding and adding um an additional locality which um that information hopefully will come up probably in the next year or so. Um I wanted to take a minute real quick to thank everybody else um here. It's going through a little bit of an emotional time this week because my daughter this weekend, a graduate of Caroline County, um is swimming her last collegiate meet in Greensboro. And I know that we are gearing up for regionals in swim, you know, and I I was on the board when uh the YMCA got built and when we decided to have a swim team. And I' and I've said this before with several of you. Um, and it was uh one of
127those things where we just decided that I was off over the summer and we're just going to put the kids in the in the pool and see what happens and see if they liked it. And they wound up loving it and it's been a passion of my daughter and I'd like to thank the board and the community and the school division for offering that. Um, I' I'm a huge believer in activities for kids. Keep the kids active, keep them busy, keep them out in a place where they can find who they are. My daughter has done that. Um, I was thinking about going down to Greensboro for two days and she got mad at me and said, "She's only got three events left, Dad, and I'll never be able to watch her swim again." But
128I remember the first time she swam. Um, and I just wanted to say thank you guys again for for that opportunity. Um, also thanks to the for the calendar committee for the work that we did there and um, I've already received some accolades for giving everybody their uh, time off. I am really, as far as I know, is want to make sure um even though we've had all this time off, we still have a little bit of bank time left, which I know that probably scares the superintendent a little bit what that's going to be. Um, but thanks to the the crew and everybody for getting all that stuff and the the updates that we got were just absolutely fantastic. as a board member um from everyone and daily I have never seen anything like
129this in my entire life where we got five inches of snow [cough] and then a inch of ice on top of it. Um but the Carolina community worked really really hard and we have been diligent with communication to parents. I have received no negative feedback from anybody. Just a lot of condolences for our staff that's got to be out there clearing the sidewalks and getting uh the parking lots cleaned up. That concludes my comment, sir. >> Thank you, Mr. Kelly, Mr. Taylor. >> Uh, thank you. Uh, as always, I would like to thank the staff for the jobs that you do. Uh, it does not go unnoticed and we very much appreciate it. Um, we've talked about the grant funds that we've uh received. It's just good to know that we have people on our
130staff who have that kind of uh knowledge uh that we can secure those kinds of things because in this day and time we do need all the funding um that we can get. Uh, I would like to take just a 30 seconds to uh to talk about the the uh African-American History Month, which we talked about already, but just for information, this year marks 60 years since Caroline County became totally integrated. Um I graduated from here in the spring of 1969 and total integration came legally um as far as the government was concerned the fall of uh of 69 and as I said it's uh I think this year seemingly marks 60 years or somewhere thereabouts and in in that time period period. Caroline County has grown together. Um, things have not been perfect, but
131things aren't perfect anywhere. But I think that we have a community that steps up when the time comes. And we do it for everybody. We don't do it for one group of people or one race of people because we are all one race of people. And I just think that uh this is a a good time to talk about how we came together uh as a community and all of the persons who lived in this community whether they were uh African-American or whether they were white or whether they were Indian or whatever. But we came together and we forged an education system that works. And I just think that's a good thing and it's just worth mentioning. Uh in closing, I would say that uh as far as the uh the total picture is concerned,
132we're not perfect, but we are going to do what we have to do to educate the children of Caroline County. We've always done that and we're going to continue to do that. So, I thank you. >> That's all I have. Thank you, Mr. Taylor. Dr. Rollins Fel. Uh yes sir. In terms [clears throat] of uh committee reports, it's already been stated in the presentation tonight that there's some upcoming CTE meetings. I do plan to attend those um and share my feedback and resources and suggestions through that committee process. I would like to share one publicly because I think it might help our constituents as well. Um and if our high school staff and CTE team can look um online for the Virginia Handbook for Success. Um, it's designed for small businesses, entrepreneurs, and an innovator
133opportunity guide. Um, what I like about it and why I think it's helpful is it consolidates a lot of resources into one place that could be used for our internships, externships, job fairs, and that sort of thing. So, just wanted to state that publicly. Um, had a comment about the overall budget and all of the presentations that happened tonight. Just to say thank you to staff. I know one of the things that we've been paying close attention to is the windown of grant funds and monitoring that um very closely. Um something that caught my attention tonight was the comment about the flexibility with the 702010 rule and looking at how we were responsive to Caroline County needs and shifting a bulk of that money to literacy. Um so I just wanted to acknowledge that publicly
134and thank the staff that was not lost on me. So, thank you for being responsive to that and to attendance. Um, and then in looking at the budget, um, I do appreciate that it was inclusive of stakeholder input. Again, we monitored that cliff grant funding. Um and over time I've monitored how we have been uh doing desk audits looking at the return on investments of certain positions and proposing to put them in the base budget. Um so while there is a 1.8 8 million I think was the number uh gap in the budget in terms of needs. Um I always look at the alignment of the strategic plan and to make sure that the largest line item is instruction which directly impacts students and staff. Um so thank you for the work that's happened behind
135the scenes on that. Um as we celebrate schoolboard appreciation month just wanted to say um thank you to um my peers to the left and the right. um firm believer that excellence in the classroom begins with excellence in the boardroom and when we can get it right here, it trickles down and it establishes a culture. Um so, thank you all for that. And a special shout out to our schoolboard clerk way down at the end of the table who keeps us organized. Um Lisa, you can fuss with me later. Um Lisa doesn't like a lot of public attention, but she is the glue that really helps us to work um so well and and keeps us in order. So Lisa, thank you publicly um for your service with that. And last comment, just a call
136to action. When you see your bus driver as you're driving to the end of your gate or however you get your child to the school bus, I just want to encourage parents to just say thank you. And if you don't know your bus driver's name, pause for a moment, extend your hand, say good morning, and thank that bus driver for getting our kids to school safely and on time. Those concludes my comments. >> Thank you, Dr. Rollins Phils, Mrs. Sears. >> Thank you. Um, I just want to start by thanking all of our teachers and staff for their flexibility during the extended winter weather. Um, it is not easy to shift to asynchronous learning days and no matter how much we try to prepare, I am in the same boat teaching. I have to have
137things ready and it is still not easy to do. Um, so thank you and I appreciate you so much. Um, just some things coming up. I want to say good luck to our winter track team. I know they compete on Wednesday in the districts at Woodbury. So that's very exciting. Um and I also know I spoke to Mr. RS in the hallway and he said we are in the middle of assessment season. Um which is highly um difficult and our students work really hard for the superior ratings and such. So good luck to them as they do the assessment season. And thank you to Mr. King, Mr. RS and even Michong for all that they do to get our students prepared for that. Um, one resource I wanted to talk about because I I don't
138know the numbers of how many people are using this or still using it is um parent guidance. If you get the um emails it is one resource parent coaching um it's a free resource for us. I have been using it. It is awesome. It is one of them on coaching question. If you have questions, if you are stressed out, they are a great sounding board um for anything that you want to talk about. Um for me, I have a senior um college applications is really stressing me out. And so I needed someone to talk to about how can I deal with that kind of stress and how can I teach my child to deal with that stress. Um, and so again, parents, please, if you need, we all need help. Parenting is hard enough. And
139so these are professionals that can help coach us, guide us, be our sounding boards. So I highly recommend that. And that is all I have tonight. Thank you. >> Thank you, Mrs. Sears. Dr. Hubbert. >> Thank you, Mr. Chair. Um, two committee uh reports. Uh, parent advisory committee. Uh great meeting, great breakfast, great uh they always feed us. Keep that up. Thank you. Um the highlight of that was really we had some uh family [clears throat] support teams that were there that actually showed just how much they are out in the community maintaining those connections and doing great things. Uh Miss Latney was actually one of the presenters. Um and they had done a great deal of work for that family who whose home burnt down. uh they continue to look for ways to support
140and I I want to commend obviously her but also the advisory committee because that's just a great team of folks coming together to to work out. Uh also the uh we had the exceptional education team. Uh Miss Heron is preparing us for our audit that's that's in a process. Uh and we look forward to providing her whatever support uh is necessary to to get that accomplished. Uh I want to uh commend uh our maintenance crew, our food services crew uh who demonstrated uh extraordinary uh resilience in in being able to clear our campuses uh to uh put food out there for for for many uh despite the challenges, despite the fact that they had homes themselves to uh and children to worry after. Uh they were still we are taking care of uh our you
141taking care of our facilities and every opportunity that we have to say simply thank you to them I think is is something that we should never uh lose the opportunity to do so. So I certainly want to uh commend them. Uh yes the winter storm was quite quite unique. Um but winter's not over yet but that's another story. Um I also uh was extremely proud uh to attend the Amazon community foundation uh in which uh a considerable number of our CTE folks were there showing off showing up and showing off. Uh I think that is commendable and uh Dr. Calvaric was there as well. Um, but anytime we have the opportunity to show exactly how we roll, uh, in Caroline County, uh, public schools is a great opportunity. And in that group, there are folks
142from throughout our region who are there. Uh, and there are a lot of strong long ball hitters. I'm I'm proud to say that uh, we are one of them. Uh, and we just need to keep those efforts uh, keep those efforts up. Uh this is indeed Black History Month. You know, I am, you know, happy when uh students regardless of color can tell us who Langston Hughes is or who Shirley Chisum was. Uh I think it's important that we all remember the words of Robert Frost, that we have roads, miles to go before we rest. We have come a long way and I think we all recognize that we have uh a long way to go but as long as we keep moving forward as a people we will we will get to to the
143finish line. Um and finally I would uh offer uh resilience is a is a powerful thing and uh we see that in each of you that are here. We see it in the parents that are at home uh dealing with math assignments uh spec you know math that they probably may have forgotten all about but uh getting through it anyway or our community supporters uh resiliency is you can see it it's it's felt uh an ice cream store that was going to open how many gallons did they buy 50 or some ungodly amount um just for the literacy things like that really matter. Uh and sometimes we just need to pause and look back and say thank you for those who continue to support us. Thank you for what you do. Uh and thank our
144students and our our our parents uh of our students. Um and I think that's pretty good. I've I asked quite a few questions on the budget and I'm going to continue. Uh but by now, how long have I been on this in this seat? Two years now. Going on three. So you know what to expect, right? You you you you kind of prepared. I can actually see it in your face. He asked a question. I'm ready for it. Um but that's how we we we grow. That is what I see as my responsibility on the dis here. Policy and budget. Policy and budget. And that's what I'm going to to stick to. So, it's not a a gotcha or or whatnot. Uh, but I I do enjoy seeing Marsha get up there and just say,
145"I got you. I'm ready for you." Uh, or Mr. Farley or or Mr. Mud. So, or Dr. Farley, excuse me, or Mr. Mud. So, keep on keeping on and and keep doing what you're doing. I appreciate what you do. And if there's anything I can do to support, don't hesitate. Thank you, Mr. Chair. >> Thank you, Dr. Hubbert. Jake, >> um, in case we haven't talked about the snow enough, I have personally enjoyed my 7-day free trial of Antarctica. Where do I cancel? Um, going outside is like the try not to slip and fall challenge, and I have been failing miserably. So, uh, [laughter] since last meeting, I have sent out my student survey on fostering or creating and fostering a positive environment across our schools. Uh it is currently sitting at 151 responses which
146is 150 more than I thought there was going to be. Um so right now it is major majority just Caroline High School and Lewis and Clark. So, I will be sending it out for a round two to all the principles again to hopefully get some of the other schools, especially Madison, which I have not heard anything from, unfortunately. But, so yeah, but I will say I've been going through the responses as they've been coming in and I've been getting some good stuff. So, if I if that people if the students just keep sending that this is good. I can work with this. Um, I would like to mention that later this month on the 27th, the theater program at the high school will be hosting a showcase/improv night which was combined with the improv night
147that was supposed to happen last month. Um, that will be a fundraiser for the upcoming musical that they're putting on. And last thing I'd like to mention is just shouting out this group of students that will be going off this Thursday for district chorus to have their first rehearsal as a full chorus and then immediately turning around Friday to have their concert to wrap everything up. Uh and with that I yield the floor. >> All right. Thank you, Jay. And um before I uh deliver my deliver my prepared comments, I definitely want to join the course of those who have thanked everyone for their hard work and dedication u to not only our students um but also uh especially during this trying time that we experienced with the storm. So uh definitely kudos to everyone
148who uh made it possible for us to uh return safely and soundly. And Mrs. Sears, I can definitely um agree with your sentiment about the need and the difficulty of being flexible in the asynchronous environment. as a first year teacher myself um I've had the opportunity to um ex experience uh the need to be flexible in that regard. Um but having said that um as chair of the school board um I want to provide some context for my prepared remarks this evening um particularly for those who may not closely follow the interactions between the school board and the board of supervisors uh in Virginia. The school board and the board of supervisors have distinct roles, but we share responsibility for serving the same community. The school board is charged with supervising public education and ensuring
149that our schools operate safely and effectively. The board of supervisors holds essential responsibilities related to county funding decisions and broader county operations. When our two governing bodies work together with clear communication, mutual respect, and transparency, our students and our community are best served. With that context, I want to state several facts for the record. On January 15th, following our joint discussions, the school board sent a formal letter to the board of supervisors outlining our understanding of next steps and requesting that a specific matter, our request involving reversion funds be placed on the agenda uh for the board of supervisors upcoming meeting As of this evening, that letter has not been acknowledged. In addition, our request to place this matter on the agenda for the board of supervisors was not honored despite prior discussion that this
150request would be considered. I am stating this for the record, not to inflame tensions or assign motives, but because transparency and process matter. When two governing bodies are expected to collaborate, acknowledgement and engagement are not optional courtesies. They are foundational to effective governance. I also want to speak to what partnership has looked like. At the beginning of the recent ice storm, our school division opened and staffed the high school as a warming shelter so residents had a safe place to go. That decision required immediate action, personnel, and planning by school staff at a time when normal operations were suspended. As conditions improved, the safe and timely reopening of our schools was possible because of coordinated efforts across the county. County leadership and county staff provided critical support that enabled school facilities to be ready for
151reopening and allowed our division to return students and staff to schools once it was deemed safe to do so. That support was meaningful, necessary, and appreciated. Each year, the school division also provides the facilities and staffing necessary to carry out the county's senior citizens gayla. While the county sponsors that event, it relies heavily on the school division's operational capacity and personnel to make it possible. We do this work because we believe serving the community is part of our public responsibility and part of being a reliable partner. I share these examples because they reflect a consistent approach to partnership. When immediate needs arise, the county and the school division engage, communicate, and step into their respective roles to deliver results. We do not withhold engagement, and we do not require unrelated concessions before stepping forward. It
152is reasonable to expect that same standard of engagement and good faith when the school board raises matters that directly affect our ability to operate schools and serve students. That brings me to the issue of reversion funds. Under Virginia law, school divisions are required to revert any unspent operating funds back to the local governing body at the end of the fiscal year. This is not a discretionary decision decision made by the school board. It is a legal requirement and the school division fully complies with that requirement. The school board is now requesting that all of the reverted funds be returned to the school board for school purposes. This was this request is not for new or additional funding and it does not increase the county's overall financial obligation. It is a request to allow funds that
153were previously appropriated for education to be used to address a current and documented educational need. Specifically, those funds are needed to address temporary classroom capacity at Lewis and Clark Elementary through the placement of learning cottages so that students can be served safely and appropriately in the near term. This request is focused, time-sensitive, and operational in nature. It does not commit either governing body to a long-term capital plan, nor does it resolve broader questions about future school construction or expansion. It simply addresses an immediate need affecting students and staff right now. I recognize that the board of supervisors has discretion with respect to whether reverted funds are returned to the school board. However, discretion carries responsibility. When a request tied to immediate student needs is declined, delayed, or not considered at all, it should be done
154transparently, on the record, and based on the merits of the request. There is an important distinction between negotiating long-term priority policy priorities, which is normal in government, and creating a dynamic where urgent operational needs for students appear to be conditioned on unrelated long-term decisions. When the requests are not evaluated on their merits, it undermines trust, limits transparency, and makes collaboration more difficult. In the spirit of partnership and given the timing of the board of supervisors meeting tomorrow, I remain hopeful that this matter will be placed on the agenda so it can be discussed openly. Even if agreement is not reached immediately, discussion is the first step toward resolution and silence is not. The school division has consistently demonstrated that when our community needs help, we step up. We focus on solutions. And as chair of
155the school board, I am committed to a process grounded in transparency, respect, and collaboration because the people we serve, our students, families, and community deserve nothing less. And with that, I yield the floor to our superintendent. >> Thank you, Chair Fortune. I did not recognize that there indeed would be a theme this evening, which I think began or was rooted with comments from Mr. Taylor and has since taken hold um from other members. So, please indulge me. I normally do not read from a script, but I do actually have two documents that I've crafted that I would like to share um publicly for the record. And the first is, of course, about stepping up as a community. I want to take a moment to publicly thank our county administrator and the entire county team for
156their extraordinary collaboration with CCPS over the past several weeks, particularly during and after storm burn. I'm deeply grateful to the county administrator for fielding my call and responding immediately to the needs surrounding the impact of storm burn upon CCPS facilities. His responsiveness coupled with the county's provision of both manpower and equipment was instrumental in complementing the tremendous efforts of our CCPS staff during storm cleanup. Because of that teamwork and shared commitment, our facilities reached a level of readiness ahead of many neighboring school divisions. During the same period of time, CCPS was honored to support the county's winter weather shelter hosted at Caroline High School. Upon receiving word that a shelter would be activated, our facilities and maintenance team, technology department, and food service staff worked seamlessly together with interim Chief Bonham, Deputy Chief Garnett, and
157Mr. Cully to ensure the shelter operated smoothly and safely for members of our community during a critical time. Not long after the winter weather cleanup was nearing completion, I received a call from Major Travis Nutter. With the Walk for Peace event arriving within the next 24 hours, the CCPS Transportation Department was proud to partner with the Caroline Sheriff's Office to support this impactful movement. Madison Elementary School parking lots were made available for off-site parking and CCPS drivers provided three shuttle buses to ensure safe travel for both local and visiting attendees. Finally, I want to share one more example of the power of partnership. this past Saturday morning when our CCPS communication staff member was unavailable to quickly access Carolina Alert to broadly communicate the unfortunate cancellation of the Caroline Reeds event. I was able to
158call Chief Loftess directly. Without hesitation, he accepted our message and ensured the community was promptly notified on our behalf via text, email, and phone call. These examples reflect more than assistance. They reflect trust, communication, responsiveness, and a shared commitment to collectively serving the county. I'm truly grateful for our county employees, the administrative leadership, the CCPS team, and the spirit of teamwork that makes our community stronger. So, very much in alignment with some of the other comments made this evening. My second um point for this evening is also in relation to stepping up. Um, dear CCPS students, staff, families, and community. Uh, I, as superintendent of schools, um, am with you in this timely moment to reaffirm our school division's core beliefs. At CCPS, our work is grounded in a shared commitment to respect, responsibility, and
159care for one another. These values guide how we teach, how we lead, and how we build community every day. During the month of February, schools across our division are engaged in learning experiences that highlight black history voices and contributions. While this time provides a meaningful opportunity for focused reflection, it is important to emphasize that honoring history, valuing diverse perspectives, and ensuring every individual feels seen and respected is not limited to one month. This commitment lives in our classrooms, our relationships, and our daily interactions throughout the year. Our schools strive to create environments where every student and staff member experiences a true sense of belonging, where differences are recognized as strengths, curiosity is encouraged, and empathy is practiced. We believe that learning happens best in communities that are open to growing with one another, learning from
160one another, and listening to one another with humility and care. As a school division, we remain responsible for fostering spaces that reflect dignity, fairness, and mutual respect. This work calls us to reflect thoughtfully, engage respectfully, and model for our students what it means to be compassionate, informed, and connected members of a diverse society. Thank you for partnering with us in this important work. Together, we will continue to build schools and a community where every individual is valued, every voice matters, and every day reflects our shared commitment to understanding and respect for all. Thank you. And with that, I yield the floor. >> Thank you, Dr. Calverick. That takes us to our close session. I move to enter into close session for the superintendent's personnel agenda for the discussion of professional appointments, classified appointments, stipens, referral
161bonuses, professional resignations, classified resignations, classified corrections, professional position change, classified position change, professional retirements, classified retirements, hourly assignments, substitutes as authorized by Virginia Code section 2.2-3711. 2-3711 A3. >> So moved. >> Second. It's been moved and properly seconded that we move into close session. Madam clerk, please call for the vote. >> Mrs. Sears, >> I. >> Dr. Hubard, >> I. >> Mr. Taylor, >> hi. >> Mr. Kelly, >> hi. >> Dr. Rollins Fells, >> hi. >> Mr. Fortune, >> I. We're now close session. I move for return from close session. >> It's it's been moved and properly second that we return from close session. All those in favor say I. >> I. >> Motion carries. We will now move to >> certifying uh that what we spoke about in close session align with what we
162said we're going to speak about in close session. Uh Mr. Kelly, do you so certify? >> I certify. >> I so certify. >> I certify. >> I so certify. >> And I so certify. [clears throat] We will now move to uh I would entertain a motion to approve the superintendent's personnel agenda. >> I move for approval of the superintendent's personnel agenda. >> Second. >> It's been moved and properly second that we approve the superintendent's personnel agenda. All those in favor, please make known by saying I. >> I. >> None opposed. Motion carries. >> I move we adjourn. Second. >> It's been moved and properly second that we adjourn. All those in favor, please make it be known by saying I. >> I. I. >> And we are journ.