March 27, 2025 Charlottesville City School Board Meeting

001Good evening. It is Thursday, March 27th, 2025, and I'm calling our schoolboard meeting to order. Uh we will start with a moment of silence. Thank you. Please stand and join me in the pledge of allegiance. 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, Miss Backer. Can you please call the role? Yes, Madam Chair. Miss Burns, here. Miss Cooper. Miss Douly, here. Mr. Morris. Yes. Mr. Meyer here. Miss Richardson here. And Miss Torres. Yes. I'm sorry. And Miss here. Thank you. All right. As we are moving on to item five, approval of the agenda the agenda. Uh I would like to move to amend the proposed agenda uh to move action

002item 10.3 to be ahead of item 10.1. So 10.3 would start off section 10 our action items. Second. All right. A first and a second for the amended proposed agenda. Any discussion? All in favor? I. Any opposed? Wonderful. Thank you. Um moving on. Uh we are going to move on to some student and staff recognitions. Uh starting Mr. Jones. All right. Test test test. Oh, yeah. There we go. All right. Good evening, uh, Dr. Gurley, Madame Chair, and school board members. Tonight we recognize the hard work, dedication, and successes of uh these individual student athletes from this past winter season. Um let's start with uh our exceptional track team. Um our track team was led by two CCS employees and coach Terrell Molford and coach Erica Pierce. Um and so we're going to recognize some

003of our individual athletes this evening. Um first we want to recognize Juliana Pierce. Uh Juliana is a freshman runner who finished an impressive fourth in the 500 meters for class 4. Um she was also a member of the varsity girls basketball team and train for track while also playing basketball. Um your determination and focus are evident in everything you do and this finish follow shows your ability to compete with the best of the best. It's a great job. Next, we'd like to recognize Oliver Jackson. Oliver Jackson finished fifth in the pole vault in class 4. Um Oliver has worked hard and can be found most days either on the CHS track or traveling to Richmond for pole vault training. Um you've shown that consistency and hard work can elevate you to great heights, literally. Well

004done. And for track, we also um had two state champions. Um first for the boy side, um Sam Palmer. Sam won the state championship in the 1600 meter race. Uh so he was the state champion in class 4. Um he's shown remarkable speed and endurance throughout his whole season, but even more impressive is his leadership amongst the track team and cross country teams. Um his leadership has has led others to increase their times. Um but also he's pushed himself and been a model of what hard work can do. So great job Sam. Congratulations. And our other state champion, Elena Pierce. Um you all have met Elena numerous times. Um she is a force to be reckoned with on the track. Um this year she won both the 1,000 meter and then followed it with the

0051600 meter state championships uh in indoor track. So she won one in both of those events and then literally hopped in the car, drove three hours and played in the state quarterfinal basketball game. um she's truly a spectacular uh athlete. Um you know, but she also is just a great person and leads without this whole school and community. So, great job, [Applause] Elena. Next, we want to recognize our wrestling team. Um our wrestling team is led also by two of our CCS employees, uh Coach David Wilkerson and assistant coach Jolie Wood. Um, you know, the amazing thing about these coaches is they they lead with caring, but also um they're extremely passionate, right? And that is what we want our kids to be around on a daily basis. So, thank you, coach. And so, we

006were lucky enough this year uh for our wrestling team um we we were able to send four wrestlers to the state wrestling competition. Um and three of them came back with medals. Um, first, Adri Pena, who is a junior, uh, who is not here tonight. He is on a, uh, a church retreat. Um, fought hard and he earned fifth place at the 113 pounds, uh, for class 4. Um, next we have Walter Pilky. Walter finished fifth at 150 pounds. Um, and we're hoping to to kind of change things. He's a junior. Rob been trying to change things. He keeps kind of getting weird injuries at these state these state championship meets and then it causes some issues where next year we're going to stay healthy on it and uh this year he he actually got

007a concussion in one of the uh wrestling matches and so that obviously dampered his uh chances of going further. But uh we are very excited for him as a junior what he can do uh when we stay healthy. Um and then next one is Roman Calvani. And I know Ro Roman is a freshman and yes, many are saying, "Wow, really a freshman?" as he walks up here. Um, but he was a he placed fifth at a at 190 pounds in class 4. Um, and you know, this wrestling team, um, these athletes have truly represented CHS wrestling with strength, skill, and heart. Um, and we are incredibly proud of our three uh state qualifiers and uh medalists. Um, and thank you guys for your hard work, your perseverance, and your leadership uh as we continue to

008to build our uh wrestling team. So, great job. And finally, we have one more to recognize. Um, this one is not necessarily a a school um uh athletic contest. Um, but we want to call up Jacobe Lynch. So, not only is Jacobe one of our starting basketball players, um, first team all district basketball, but at the same time as he was doing that, um, and also excelling in the classroom, he was training for the grueling 50-mile Belmonte endur endurance race on March 15th. Um, Jacobe was the only competitor and finisher in his age group. Um he prepared for this challenging race um by waking up at 6:00 a.m. for training before heading to school. Then he finished his day with basketball practice or games. And then uh obviously he ate somewhere in there and studied

009in there. Um but you know just thinking about a 50-mi race uh is just incredible. And so, um, wanted to call him out for, uh, just kind of being a model of how to balance, uh, you know, your goals of what you want to do, uh, with school and still doing all the other things. And so, great job, Jacobe. Thanks for being being such a leader in the in the school. Um, each of these athletes has has displayed incredible skill and heart and discipline. um they represent um best of what CHS stands for um commitment, passion, and excellence. Um and so one more time, let's give them one round of [Applause] applause. Um and now I'd like to pass off to Aaron Iicorst for fine arts recognitions. Thank you. Oh yeah. Good evening, Madame Chair,

010members of the board, and Dr. Gurley. Uh, it is my honor to stand before you tonight to recognize um the outstanding achievements of Charlottesville City Schools performing and visual arts programs. Once again, Charlottesville High School has earned the prestigious BMEA Blue Ribbon Designation, an honor that reflects the dedication, talent, and hard work of our student musicians and their directors. This recognition is only achieved when a school's band, orchestra, and choir each receive superior ratings in their district assessments, a testament to the excellence of CCS's music program. Beyond this collective achievement, we are also thrilled to celebrate the success of several individual students. Julia Camr Crumb and Michelle Wong have earned places in the Allstate band while CHS orchestra concert master El Prolifa secured a spot in the All-State Orchestra. Also, L demonstrated remarkable leadership by

011directing the CHS choir as they earned straight superior ratings in their own assessment just last week. An incredible achievement. Our younger musicians are also making their mark. Buford Middle School Orchestra received superior scores from every judge, earning A's across all subcategories. And just last month, we were proud to announce the 13 Buford students who were selected for the junior regional orchestra. We can give a round of applause for our musicians. In addition to celebrating our performing arts achievements, we also want to take a moment to recognize the incredible talent of our visual artists. Each year, the Charlottesville City Schools submits three works of student art to the Virginia School Boards Association Art Contest. And we were we are proud to announce the students representing us this year. You can see the images here. In the

012elementary category, we have London Phillips, a first grader at Jackson Via with that fabulous portrait. In the middle school category, we have uh Nadia Salazar Frra, an eighth grader at Buford Middle School who was chosing chosen for her stunning pointalism landscape painting. And in the high school category, Elias Amaya, a 10th grader at Charlesville High School, was selected for his large, beautiful landscape. Each of these exceptional pieces will be included in our annual central office exhibit for the 2526 school year. And I would like to invite our three artists to come to the podium at this time to be recognized for their artistic achievement and to receive a small gift and a certificate. you're here. Please come on up. All right, Mr. Chuck, I think you are up next with our public education foundation uh

013innovation grant winners. Thank you and good evening, madame chair and Dr. Gurley and members of the board. I am here tonight to congratulate four of our teachers for winning a regional grant from the public education foundation of Charlottesville Alamar. We they actually won more than four grants. Some of these teachers doubled up in their grants and their their willingness to uh lead amazing projects at their schools. So before I even name the individuals, I would just like to thank the public education of Charlottesville Almar for their generosity and supporting innovation in our schools. But uh in particular, let's give a round of applause when I read these four names. Jessica Scott of Burnley Moran, Jessica Peterson of Jackson Via. It's actually five names. I don't know why I was saying four. I'm so sorry. Uh

014Ida Cummings of Jackson Via. Amy Whiskerk and Beth Bohannan of Walker. These their projects range from environmentalism to family writing projects to really just uh one that kind of touched my heart is just helping Walker finish out its its run of being our our fifth and sixth grade school in a very strong way. So I just really appreciate um each of these projects. Um the support comes from public education foundation of Charlottesville Almar but it really recognizes teachers who support our schools. So congratulations to these five teachers. Thank you. Um we are going to move on to item seven, comments from members of the community. Uh and we will start uh with any students in the media center who would like to speak. All right, seeing none, uh we'll move on to 7.2 comments from

015members of the community. Um I've got two who have signed up already. We'll start with you, uh Miss Horn. And as you approach, if you will say your name and limit your comments to three minutes. Hi, my name is Jen Horn. I'm a teacher here at CHS. And um tonight, I just wanted to say a thank you. Um, I talk about I talk a lot about talk to your teachers, please, but equally important is talking to your students. And that absolutely happened this week. Not only were Dr. Malone and Maddie Bryant our guidance counselor at a meeting with students in my classroom on Tuesday, but Dr. Gurley was there, Dr. OD was there, Dr. Johnson was there, Miss Douly was there, and Miss Burns was there, and every other member of the board sent me

016a nice um le a nice email as to why they couldn't be there. That is true involvement and I can't tell you how much I thank you. Thank you. Thank you. Thank you for the opportunity to come. And next up, uh, we have Alex Heinsman. And again, if you can state your name, limit your comments to three minutes. My name is Alex. I'm a concerned parent of two kids in Charlottesville City Schools. And I'm here to comment on action item, I think, 10.2. I've been following the conversation about SRO's for over a year now. And I imagine by now that some of you think of me as your adversary. Um, and I I really want to say that we're actually on the same side. I sincerely believe that every single member of the board wants

017to keep our kids safe. I do. Um, none of you want children to be arrested or sent into the criminal justice system. You don't want a culture of surveillance or lower graduation rates. You don't want the use of force in our halls. I've been told the SRO's wouldn't even be involved in discipline, which is confusing. And you certainly don't want all of those things to happen at higher rates to black, brown, and disabled students. And yet, there is this substantial peer-reviewed nationwide research that these things are what happen when you put cops in schools. The board's answer to these concerns seems to be a sort of wishful and naive idea that it just won't happen here. So, um, I pulled some actual Charlottesville data instead of national stuff. So, there's a 2021 study of the

018CPD that found that black defendants in our city face more serious charges than their white peers, even for the same offenses. Black women on average spend 200 days longer than white women for similar charges in prison. A 2014 evaluation of racial disparities in our juvenile justice system found similar patterns that black youth were disproportionately reported and arrested and faced harsher charges than their white peers. So I just want to say it does happen here. It will happen here. There is no model that can magically transform an officer into a social worker. There is no document that you can sign that gives a school principal power over a police officer. So if you don't want our schools policed, if you don't want those things, then don't put police in our schools. I urge the board to

019vote to discontinue this process today. Whatever benefits there are to SRO's, efficiency or communication or convenience of threat assessments, they just can't be worth that price. Thank you. Thank you. If there's anyone else in the media center who would like to speak, please approach the podium. Thank you. If you'll state your name and limit your comments to three minutes. Hi, my name is Corey Iker. I'll be reading a letter today from a group of uh neighbors and community members. We are writing uh to express our concerns about the current elementary school resoning proposal and to urge the board to pause the current timeline to consider in favor of a solution that better aligns with community feedback and all stated goals of the resoning initiative. The pace of the resoning process has been notably fast. We

020are asking the board to take more time in evaluating potential solutions. current plan is different from all the options that were circulated in October and in December new goal of balancing SCES diversity across schools that had not been previously shared uh was was put forth. We believe that the timeline should be updated to reflect those changes ensuring there is adequate time for awareness incorporating feedback from the community about resoning. In support of the plan, the city has presented some data primarily focused on capacity and SCS rebalancing. However, the proposed plan also negatively impacts walk scores, notably across the city from 42% to 36%. Leveling SCES scores across the city negatively impacts other stated goals, particularly walkability and neighborhood preservation. Current future Brley Maran students and families as well as residents of the neighborhood of Locust

021Grove are absorbing the negative impacts on these measures in comparison to other schools and neighborhoods. The US 250 bypass being proposed as a northern boundary of Burnley Moran zone even though Burnley Moran school is on that boundary. Residents north of the US 250 bypass are being fairly impacted by the current proposal displacing a number of current and future students to a school that will not be walkable or bikeable. in fact be 15inute drive across multiple other boundaries including but not limited to the Met Creek Parkway, McIntyre Park, Park Street, and the North South Railroad line. Increasing walkability is a proxy for many beneficial outcomes including stronger communities, healthier students, families, students learning, healthier habits, reducing time, money, and resources spent on commuting, reduce local pollution, and also reduce negative impacts on global climate. In fact,

022studies of 10 and 15 minute city models argue that cities with higher pedestrian access to services, including schools, have higher degrees of equity and equality. Increased walkability is also a priority in the broader city. We believe that the alternative zoning configurations or that there are alternative zoning configurations possible that should be explored. alternatives that would balance the city's goals, including walkability, neighborhood preservation, bus efficiency, diversity, and balancing while working within the capacity of existing schools. This is a once ina-lifetime decision, possibly lasting 50 or more years, and it's crucial that we develop a set of zones that serve the needs of the entire community, not just today, but also in the future. Thank you. Your time is up. I believe I have 15 seconds. Is that correct? Proceed. Thank you. Examples include citywide analyses to

023maximize walkability, neighborhood preservation, a professional transportation study that will facilitate informed decisions about transportation to and from schools. We respectfully urge you to reconsider the decision about the current proposal for resoning. Thank you for your time, residents of the community. Thank you. Is there any other members uh in the media center who would like to give comment? Anybody on Zoom with a hand raised? Okay. Uh we will move on to 8.0. Our report from our student representative, Miss Olrich. Good evening. Last week, I met with Dr. Malone to learn more about our equitable grading policy. Many students expressed concerns about accountability and what the policy communicates to students. The concern by many students is that the grading policy sets low expectations that will negatively impact them after high school, whether in college or in the

024workplace. The committee agrees that there needs to be some refinement. For example, what is communicated to a student that doesn't come to class and then gets a 50%, but another student regularly attends class, they complete the work, and they also receive a 50%. And what does it communicate when a student plagiarizes or they cheat and then they receive a 50? Is it possible for the policy to be updated so these expectations are raised? And this means there could be cases when a grade of zero is appropriate for students. Students want policies that set them up for success in high school and allow them to make mistakes and recover. Students also want to be held to high standards so they're ready after leaving CHS. Another aspect related to that that Dr. alumni discussed was attendance and

025if that impacts a student's passing of a class or if a student needs to show they have demonstrated mastery on say 75% of assignments in order to pass or showing master quarterly. How can the policy ensure that students can demonstrate mastery without creating a situ a situation where students have grades that are so low they can't recover? This speaks to a policy that provides scaffolding of support but holds all students to high expectations. I've heard lots of appreci appreciation from students for our longer lunch this year and the two periods. So, there's more of a chance that you're with your friends. Especially more recently, we've had the rice bowls that the nutrition team has added, which has been extremely positive. And I'm working with Mr. Rod and Dr. Malone to form a committee to elevate

026student voice with our nutrition team. Students have also um expressed concern about transparency with the proposed schedules for next year. Some students have heard there's going to be an AB system or an ETH period and some are not. students are asking for an opportunity to give feedback that will take their voice into account and also um students are concerned about BKT for next year as this has been kind of a controversial thing this year. Um another really important thing that I want to highlight is that it's been communicated to me by many departments that there's need for more funding. Our English department needs real books. We need more supplies all around and I want to work with Dr. Malone and others for this as the student body greatly cares about it. I spoke last meeting

027about funding for CHS art and I spoke with Mr. Ipers today. Dr. Malone has been very supportive of the art department which is appreciated. Currently, students are frustrated that art does not have the funding it needs. There is not enough allocated at the CHS level and I'm hearing that teachers are requesting more funding. There are some instances when students have to pay for their own supplies like an AP art which raises an equity issue. I will continue to talk to my peers and work with my teachers Dr. Malone and Mr. Equest so we can make progress in this area. I'd like to close on a positive note tonight. Multiple CHS students have taken trips to Greenbryer Elementary to work with the younger students. Um, AP psychology, public speaking, and art. And as an art student,

028I was at Greenbryer this morning. This has been extremely positive and it's wonderful for CHS students to have opportunities to connect with the younger students and for them to have role models. Thank you. Thank you. Um, moving on to item 9.0, adoption of our consent agenda. If I can have a motion. So moved. Second. All right, we've got a first and a second. All in favor say I. I. I. Any opposed? Thank you. All right. And now we are going to move on to item 10.3. Uh Dr. Gurley uh with our collective bargaining agreement. Good evening uh members of the board and all those assembled in the audience. Um this evening I want to um bring before you um the um collective bargaining contract which is slated um which we are um asking to take

029effect for um July the 1st of 2025 through June the 30th of 2028. Um specifically in this um contract it has provisions for employee rights um work u work days and schedules compensation how we address um how we address stipens and additional roles and um the rights of management and many other um and many other things. Um before I go on I do if um I think I saw Miss Gillicanin back there. Um, if Miss Gillicanin would join me at the podium. Um, how are you? Good to see you. All right. Um, and so I want Miss Gillicanin before I um turn it over to the board, I wanted I want to say the following. um that this agreement um signifies um a collaborative approach to enhancing uh I'm sorry, an crucial step in enhancing

030and ensuring fair work conditions, competitive compensation, strong partnerships between employees and um the school division. Um your vote this evening will represent a commitment to um recognizing the voice of educators and staff, fostering collaborative work environment, and ultimately benefits our students in the school community. A successful agreement, which we know it will be, will enhance the recruitment and and retention of teachers, improve staff morale, and establish clear expectations both for employees and for the administration. Um, by securing this um agreement, this district recognizes um this district demonstrates the dedication to equitable labor practices and a shared vision for the future of Charlesville City Schools. At this point, I um turn it over to you all for questions. If there are any. Thank you. I think first. Is there a motion to approve? So moved. We

031have a first. Is there a second? Second. All right. We have a first and a second. Any uh discussion from board colleagues? All right. Miss Becker, would you call the role on this, please? Yes, Madam Chair. Miss Torres. Yes. Mr. Morris, yes. Miss Burns, yes. Mr. Meyer, yes. Miss Richardson, yes. And Miss Douly, yes. All right, the motion passes. Congratulations. [Applause] Thank you all so much. Um, this whole process has been a very long road and it's been a privilege. Um, so thank you to our amazing bargaining team and to your bargaining team that spent so many hours together at KEK. Um, and uh, we are just really grateful that we get to move forward and that we got to make history with you. [Music] All my educators, get up here. We're going to take

032a picture. All right. Can you go up and do it? No, it doesn't matter. Yes. What the heat? Okay. Um, we are now going to move on uh to action item 10.2 which is the 2526 career and technical education local plan from Dr. Hilts. Good evening madam chair, members of the board and Dr. Gurley. At the March school board meeting, I presented the local CTE plan for the 2025 2026 school year. And tonight, the superintendent is recommending that you take action. All right. Uh, thank you. Um, may I have a motion to approve the current technical local education plan? I move to approve the CT local plan. Is there a second? I'll second. Wonderful. So, first and second. Any discussion from the board? All right. Um, all in favor say I. I. Any opposed? Wonderful.

033Thank you. Thank you all. All right. And next up, I think is Miss Pal and Dr. Gurley. Um, with item 10.3, the SROMU discussion and motion to delay action. Good evening, Madam Chair, members of the board. Dr. Gurley, I'll wait a few minutes for the the supporting slides to get queued up. Okay, so this is actually a uh follow-up action that's somewhat procedural, I believe. Um so on February the 6th um at the school board meeting uh in conjunction with reporting out on our safety and security audit there was a proposal to uh put forth this process to review the role that resource officers um might play in CCS safety and security. And so far in this process, we've just completed step one, which involves um you know, having the staff working group come together

034and um really hone in on best practices and and concerns that would need to be addressed if such a process were to move forward. The staff working group, which had their first meeting on March the 12th, um was a large group. all of the different areas there were represented. Uh we had representatives from alternative education, our our communications and community relations team, our equity and family engagement team was represented. We had mental and school wellness personnel there, special education leadership, uh restorative justice, safety and security, school leadership, meaning our principles. Um we had good representation there and uh I mentioned student services earlier and then we did have um members from the Commonwealth attorney's office there as well. um they had participated in this work previously and even in the current model there are different

035situations where we've needed to consult with them and so we thought it would be helpful to include them in the in you know early on as well. Um the agenda for that first meeting we talked about the pros and cons of school resource officers um a lot everyone we made sure everyone shared their experiences with them from their careers to date. Um we talked about the um vulnerabilities and areas of concern that we have in the current model and we talked about what some effective practices and key considerations will be um if we move forward and then honed in on what the actionable next steps would be for the staff working group um to continue the work of looking at this. So tonight's vote is not a new action, but it's actually a required procedural

036followup um based on where we left things um last March. So, um I don't like to normally read slides, but I think this is worth it because it's it's really why this is on the um board agenda. So, we want to make sure everyone understands. On March 7th of last year, the board received a presentation from me regarding um the safety model and stakeholder survey results. And of course, this was following everything that happened in the fall here at CHS and so forth. So, we're really honing in on our safety practices during that time. On May 18th, the board received additional information from CCS um from staff and Chief Kas as we've been talking together about again what resource officers would look like in supporting the schools and reestablishing some type ofou. So at the

037May 30th um school board meeting last year, Miss Burns made a motion and the board took action to just defer the decision until this meeting. And so based on advice from council that that needs followup and so um this uh the again I guess I can just keep reading um you know based on the motion from March 7th the board now needs to take a follow-up action to either postpone the decision again until we complete the proposed process that was presented in February um implement a school resource um officer model or discontinue the process. So, um, with that, I'm happy to answer questions, but, um, that's why this item is on your agenda. So, I'm going to put it back on that last slide because I think that's the summation. Thank you. Um, so at

038this time, we need a motion and a second so that we can have some discussion. Chair point of order uh question here is this was on the agenda as info and action I believe can we not ask some questions clarifying questions before we have to take action uh sure questions related to what was presented correct so I would like to do that before I or we hear a a motion that's okay I think that's fine so long as the questions are limited the presentation So regarding this and then the presentation here uh on your previous slide, the second slide that is reviewing the again procedure that was outlined on February 6th. Um, step one has a staff working group that includes uh the chief operating officer, other staff and CPD. Okay. If I go down

039to your again the next slide though, the staff working group on the meeting on 312 doesn't have from CPD. Correct. Dr. Early, would you like to speak to this or would you like me to? I'm happy to. Oh, I can speak on it. So um from the um so we did we moved forward with all the folks that are listed there. Um Chief Kes did reach out to us. Um he provided some resources. Um but in terms of the working group um he um said that they would refrain from participating in the working group until we were further along in the process. um we've done I mean he's been at the table quite um quite a bit throughout this process and um at this moment um they just don't want to engage in the process

040until we are at a place um where the board has made a decision whether the board will proceed forward or pause. Um they will continue to serve our schools in the manner in which they are doing now. Um but in terms of participating in the staff working group um he's not prepared to do that at this point. Okay. Can I another clarifying question on this because my understanding of again the process we agreed or again agreed to was that this is not just about SRO this is about MLU with again the CPD on not just as again on a lot of different things. uh SRO is a part of it and he's declining to engage on that. No. So the theou is directly related to school resource officers. Um that's the uh I mean there

041are I think as you um as he has shared there are protocols and laws there they will continue to follow their normal protocols when responding to the school. Um, but theou, the work that you tasked the staff with, um, thatou specifically addresses, um, what it would look like if school resource officers were in the schools. That's what you task the um, staff with. So to to be clear on that point, Charlottesville Police Department Chief Kachas and his team want a directive from the Charlottesville City School Board. Either yes, we want an SRO model that then develops anou or no and there is noou if there is no school resource officer model. Is that correct? That's correct. And if you recall, the work um the work that you all tasked us with on March the 7th

042of 2024 was to draft anou and to determine whether that was something that you wanted to approve. And that was to draft anou that included school resource officers and then you would decide whether you would approve it or vote it down. And I think this is just a little bit of a ch maybe we're hearing a little bit of a change or maybe new information for the board that the chief is truly looking for a yes or no before he engages where we initially thought he would engage and do the work and get us to something that we could approve or vote down further down the road. Is that I think that's I think that's fair. your directive um was for the staff and he had I mean there's no obligation for him um to

043I mean we don't direct the chief and but I will say I want to make sure that he has been very collaborative with us in this process. So this is not him leaving us out there to do this work on on our own. um you know he's just said um I've expended the resources um and so you all can do the work and if you want to return resource officers we will engage you in that process in developing that you have to tell us that if you don't then we will continue to serve your schools in the manner which we are doing now and they've been very collaborative um as we have done current as we are doing currently Right. Okay. So, at the moment, again, you're developing an MOU without the counterparty though that

044then we will approve and then they're going to assign if I may. Um, they are not unavailable to us in this process. If I have a technical question about something that we want and it's like, can you do we can ask them questions and they'll but they're just not going to come to they're not signing up to come to a bunch of meetings right now. But I they are it's not like we don't communicate almost daily because of different things and we can engage them for technical support if a specific question comes up about is this doable is this feasible if we want it this certain way you know I believe we can get those questions an asked and answered as we work through the process of what we want I think that they they

045want to know my liaison that I work with a lot just said just need to tell us what you want and don't want yeah and we and we also have to be mindful that as we are doing this work. There are all there are templates already out there, right? And so what you've asked us to do is what would this work look like here in Charlesville and we've we are developing it and again we are doing it in consultation. They just are not attending the meetings. Um I mean I think that Yeah, it's not attending the meetings. Sure. I mean, but would it be the case that you create something, they've been consulted, but we're creating something, we vote on something, but then they don't sign it because they weren't involved in Well, I would

046I would because right now I mean, sorry, real quick. Sorry. Finish. Let me let me He's not engaging in the process right now. Okay. He's not engaging in the meetings, but I can assure you that if we were if we w we are developing anou and before I would present thatou to you, I would ask him to take a look at that. I would not bring you something that has not been seen by the chief. I would I mean I would not say is this something that's doable for you? I mean and he would say yeah we can't do that last part. Oh yeah, we can do all of that. I mean, I would not bring you something that CPD has not seen. He's just not attending the meetings. Okay. So, what I just want

047to make sure is whatever you might bring to us would he would be in agreement with. I would I would hope so. Yes. Yes. Whatever we bring to you, I I'm telling you that whatever I bring to you, if this if the process continues on, then whatever I bring to you, I'm running it by the chief because I don't want egg on my face by bringing you something that he's not seen. But you may decide at this meeting that you don't want to continue this process. I mean, I think what the chief is saying is that he brought you to work back last year and it didn't move forward. And I don't know, I just don't like speaking for other people. He's not here. Um, a lot of energy has been spent on this. And

048so I think as a board, um, we just have to make a decision if you're postponing this, if you're saying today you want an MLOU and you want the chief at the table or if you're discontinuing the process. Um well and I asked this because I there is a process with city not only on I would say safety and car students with CPT but on a lot of other functions that they provide to us and how does this fit into that work because they're coming and working with you on all those other things and I guess I'm surprised that those other things those other things aren't tied to theou those other things are are related to state code. Um, so the threat assessment is related to state code and when you call the police because

049um, someone has a weapon, they're responding in accordance with the law, I think. Are you speaking to like I'm sorry. I'm speaking to facilities, you know, parks and wreck, making sure our grounds are are kept up or not, you know, all those other things that transportation that they again provide to us and we're supposed to be reviewing and coming up with I would new understandings per Sam Sanders request. If I may, all those things those things aren't tied. Yeah, we don't. So, I met with my counterpart um James Frius at the city. He's the deputy city manager man deputy city manager for operations and he brought that up that you know Kim we need we're being tasked to review all the the old agreements for facilities and maintenance and so forth and so um we

050haven't started that work yet but um I mean it could it could be one of those things where they in in prior city administration it's not unheard of like they took a pass at editing the agreements um and it wasn't something we could go with because they I think the person thought we were an independent school district with taxation authority. This was years ago. My point is it's not unprecedented for one party to like do the work and hand it over, but ideally there's some level of collaboration all along. And I just I want to assure people that we have that collaboration. We work with these folks daily. I'll give you an example. As we started to think about what might be in a newou, what it might look like focusing on best practices from

051everywhere, one of the things that occurred to me as a need is we need more traffic training for our crossing guards. And we would like for, you know, CPD to provide that for us. And they they've been somewhat hesitant um before mainly because of resources when we asked for it previously. But if we move forward, that's if we move forward with a newou, I would like that, you know, kind of baked in that whoever our SRO is that that that traffic training for um our CSAs and our crossing guards would be part of the services. And it was like, yeah, whatever. You know, that's fine. Put it in. That's fine. Like it's there's no um there hasn't anything that we've brought up as a question like, would you be willing to do this or that?

052There's not contention. It's more of figure out what you want and then let them let then we'll take a look at it. How do you want this to work? Um and we've been working together very closely. You've seen the numbers how often they have to you know all the calls and responses and all of that. So it's not that there's silence or anything like that. Um but there was a there was a you know hey we don't need to be part of these meetings. Let us know what you come up with is what the communications I've had with my liaison. let us know what you come up with. Miss Torres, did you have some questions? Yeah, I'm trying to figure out if this is the place for this question, but I just to the point

053of of um what's been in place and and the chief's involvement. I mean, and and following um the board's work, previous board's work to to change our safety policy. I mean, we did have a police um and schools protocols and and it was up on our site and we did have previous chiefs sign that one. Okay. A a I mean the one at the time. So I'm curious, you know, and I again I don't know that this is the the place for this question, but I'd be curious because this really does go through protocols without an SRO in the building. And I just I mean if why wouldn't you know subsequent chiefs sign this because this is what we had. Yeah. Because that document was something that um in the moment when the changes were

054being made the school building leadership high school and middle school especially at the time were like how are we going to handle all these situations? We've got to have something. And so all of the leadership that was very amunable to doing this at that time we just did. we came up with, for lack of a better word, those are scripts. Those are scripts that are written in advance to try to handle all the different types of things that we think will come up in schools and they are representative of all the different categories. But the reality of what that document is like to work with is you basically are trying to script scenarios which are unique in different ways each time. And the cast of characters is always changing because you're not going to get

055the same officers responding and that is really challenging. It's challenging for our school staff. It's challenging for the people who carry the responsibility. Excuse me. And I don't I don't mean to interrupt. I'm sorry. I mean, it is a template, but it is code and it is something that we've had. I mean, and it's just it's been disappointing to me to learn that that this didn't hold any weight when it should until this board figures out the direction that we want to go. So, I don't mean to belabor it and and you know, I mean, we need it's important for people to understand because I think it's a great question. I think it's a great question. Why doesn't what is why isn't that type of document enough? What are the challenges with it? I think

056it's a fundamental question that's really pertinent to this conversation. And notorious think I mean my concern is is I think there's two problems to solve here and I think there's two questions. There's the basic underlining and understanding things because I don't want kids being per walked out of here. I don't want to you know we need protocols and I don't want kids automatically going into the justice system etc. So, you know, how do we deal with those situations and there's understanding that whether we have SRO's or not because not having anything and and so to me I just want to make sure I my I thought we were on February 6 basically approving a process to a whole inclusive that's not just about SRO's about it's about everything that needs to be the relationship with

057the CPD and that's why I'm a little concerned that they're not involved in showing up to the process when and in a parallel very similar type of thing kind of type of problem we're trying to solve is who's doing what and where's the relationship between the city who provides us a service and and us we're all sitting at the table and Sam has said we're going to do that and so in my mind I was like I don't understand why there's a difference here and I know Dr. Dr. Gley, that's not you to answer, but I guess to certain extent from my colleagues, like this seems like it's a political question between us and city council that needs to get resolved. Mr. Meyer, my my understanding of that is a little bit different. My recollection,

058I mean, I really feel like Dr. Gly I mean this was specific to the process of bringing us a draftou regarding the SRO's this process and and when that would come to us this fall before the budget our first budget work session that would allow us the opportunity to either vote yes we want or no we don't and so that that could then be um included into that next budget. So I don't think this is exclusive of all of the other work that I mean that wasn't the way I took it. I mean, I think Mr. Sanders and the city and Dr. Gurley and his team are still very committed to work through all of those other prior um agreements and to update those so that there's clarity around processes for the schools and facilities.

059So colleagues I guess any staff even if we for example vote no we don't want this to continue regarding SRO's do we still get anou with the city not regarding SRO's but regarding our relationship with CPD so if we say no we do not have an SRO model then we do not have anou with Charlottville Police Department. That is my firm. Miss Paulo agreed. Yes. Correct. We will work Miss Paul and the team. We will not have anything like that. I mean some type of No, no, no. There will be no your other work will continue with maintenance and grounds and Yeah. And we'll continue to work with CPD as we do now. There will just not be clear definitive guard rails, guidelines, expectations, and accountability. Correct. Thank you. There will not be a document.

060Right. Any further questions? Call to order. Call the question. Okay. Is there a motion? I move to delay the decision on this to October uh when we will receive the recommendation on MOU. There's a motion to postpone until our October meeting. Is there a second? Second. We have a motion in the second. to open the floor up for discussion. Mr. Meyer, do you have any further comments? Yeah, colleagues, I think I'm not really happy with this process. People can and I'm not laying blame at on the administration and and staff for any reasons. I I think my concern is is I I have in my mind it's we have two problems to solve and it's the lacking of aou with or understanding with the city around how CPD provides services to our schools and the

061second is is do we want SRO's to be part of that process um and unfortunately you know based on my interrogation right now of kind of where we're at the only way we can get an answer of what are the national SRO program will look like and how that interacts with the entirety of the services they provide us is by having this working group and I think we would have some political work to do with our city council colleagues to ensure that CPD is accurately or not accurately but adequately engaging in that process so that when we get a recommendation from the working group uh that we can know if we're voting on it that will be implemented also by them. So, uh, I will also note that, you know, I had requested that a

062schoolboard member be part of this working group, and I'm not seeing that there. And I think that's part of our problem. Um, and I would hope that the administration would consider adding, I think, two schoolboard members to this working group to make sure we get aou that I think we're all interested in. Uh, that the community is interested in in October. Thank you, Mr. Morris. Miss Ol, I apologize. I've been skipping over you. Do you have any comments? Yes. I talked to lots of students this week on this, as many as I possibly could. And a lot of students don't feel super strongly either way. Um, as I talked to students today, they said they would feel safe, especially having officers that are spe especially trained to be working with students because I was explaining

063that like right now anyone if police are called it could be anyone in the vicinity versus this person would be not only interested in working with students but trained to work with students. Some students are apprehensive. Maybe they want more information. Um, and many also remember positive experiences when we used to have SRO's in elementary school. But this initially this decision affects students more than anyone else because they're in the building with students. And I think a maybe a survey or something that would educate students so they know all the details and then give their opinion if that would maybe be an option. I would prefer we move this to May 1st. I think we have continued to talk about this time and time and time again and we need to make a decision as

064a board what way we're going. Do we want SRO's and we want Dr. Gurley and his team to continue to do this work to develop a draftou or do we say no? We appreciate the work that's been done thus far. We understand that anou with CPD is not going to happen unless there's an SRO component to it and would give Dr. Gurley and his team time back to work on the other more important matters of the district if that's the will of the board. But either way, I think Dr. Gurley and his team along with all these folks that are coming to the table should know where the board stands before they move in one direction or the other. So I would I I would ask that we um move it to May 1st. Miss

065Burns, may I ask you a question? So why why May 1st and not just tonight? open to that, but also think we're missing Miss Cooper, a valuable member of our board that um lives in communities that often are not represented or spoken for. And so I appreciate her input and so unfortunately she's not here. And so I would like her voice to be heard. That's truly my only Yeah. May 1 Miss Burns, are you moving to amend my motion then or not? Mr. Meyer, I believe you would. Then it's been seconded. It's been seconded. So I think you would have to amend to May 1st. It would be re It would have to be seconded again. And then we would, Madame Clerk, if you could check on procedural point of order there, that would be

066who amends it like the motion would need. Mhm. Anyone? So it appears after some consultation that that's okay. um that I would move to amend the motion amend the motion brought forth by Mr. Meyers that we vote on SRO's in Charlottesville city schools at the May 1st 2025 board meeting. Is there a second? So there has to be yeah agreement from has to be an agreement. Okay, thank you. I'll second the amendment. Agreed to the minute. Um, is there further discussion on the amended motion? I haven't offered my discussion on either as of yet. But if somebody else would like to say so clarification on on your amended motion is that on May 1st the board would be voting either yay or nay to SRO the SRO model or adding SRO's back to the safety

067model. Is that correct? Yes ma'am. Not delay any further that it is we are an up or a down and give Dr. Gurley direction to move forward. All right, on to my comments. Um, so I I took some time to just write some things down for people. Um, first what I know that a decision was made to remove the SRO's and pursue the new model back in 2020. um that there was in 2020 the joint CCS and CPD statement ending theou that provided SRO's and all of the archived work that went into that is available um on our website. The work that the committee um put into that was very thorough um and they were tasked to determine what a new model would look like for Charlottesville City Schools. The committee that was um involved

068in that was very robust including division leadership administration uh principles, two schoolboard members, mental health professionals, uh CPD um liazison leazison community members and UVA parents and there was student voice involved in that. So there were a lot of meetings um and again all of that is available to review. Some of the um what I feel like important committee outcomes um just that worthy of review with that that there was consensus around uh Charlottesville City Schools wanting a mental health component to what what was present within our schools. Um and since then um you know there has been continued investment and an increase in our mental health um supports within the school division. Um there also has been invested and continued support for restorative justif just justice work within the school division. So all of

069those things were prioritized um by the committee. Um, another thing that I I found interesting was at the time there was a lack of clear evidence or efficacy of SRO's as related to enhancing school climate or safety outcomes. I think it's worthy of of noting though that um I think feedback that I've heard from Dr. Gurley and other people was that there is a question around um just duties and responsibilities and maybe some of our mental health professionals feeling like they're being asked to do or expected to do. I don't know that expected is the right word, but feeling like they have to do something that might be out of the scope of what they should be doing. Same thing with some of our CSAs, right? that there's some clarity and work around what that

070job description looks like and whether the training is adequate. I mean, I think those points are worthy to note. I think um that's work that can be done. I don't think that an SRO needs to be in the building necessarily to to answer those or to make those adjustments to those things. I think we have shown time and time again that we're a division that can work um outside of the box and and look at things and maybe potentially come up with a a new and different model that that um I mean if we're looking at the model and maybe there are gaps or deficiencies in in some opinions or by certain people whereas maybe we look at them as opportunities to do something better. So maybe there's something different, a different model that we

071can come up with. [Music] Um, in and during the process of evaluating what we wanted our new model to look like. Um, I also felt like it was important that we um acknowledge that 100% of a survey um that went out in January 2021, 100% survey respondents expressed interest in the Toronto model, which which is what we um modeled the CSA after. So, I feel like we went the right direction. We followed um where where there was an interest. um things that have changed since then and I think it's important to realize where we were at. Um we were at post 2017 and August 2017 here in Charlottesville. Um we also had COVID kind of right there in the middle of all of that. So all of those things really shaped and continue to shape

072and um the experiences of of Charlottesville of of the residents, of parents, of students, of of employees, um the perception and and the real experiences of what some people had with with police. And this is no dig at current police. Again, these are times times have changed. times are a little bit different, but we need we need to remember that. Um, other things that have changed, you know, some staff, um, some of the principles, we have a new superintendent, we have a new chief of police. Um, we had a president then, we had a new president, and we're back to that president. And I think that's important to realize that that the current political climate impacts um the safety and the security of of what some of our neighbors feel, what some of the students

073in this bu building might feel. Um that there are actively um students and and community members throughout this country being picked up um on student visas. I mean this is this is something that we need to remember. I mean this is a big decision. The other thing that I think is important that we remember is that I was the only board member um when this changed, current sitting sitting board member um on the board. Um my my you know and and so I am very vested in this um and and committed to to hearing and doing the work. Um this this is not a time that I personally feel comfortable putting SRO's or putting police in our buildings for a lot a lot of those reasons. Um I am inclined to not um I I

074would have been inclined to discontinuing this process altogether and then moving forward with the work of the superintendent and his team and a committee to look at those gaps or opportunities and where and what we can do to make things better. There are voices that I I can probably guarantee that we haven't heard from, whether they be staff or teachers who for whatever reason maybe have a different opinion of of what an ideal safety model would look like. I' I'd love to I'd love to hear that or receive that information and I don't know that I will. Um anyway, I I supported the change then and and I'm really comfortable. I think we've done a great job with with our CSA model. I think again if you looked at at the um some of the

075slides in the presentation once they kind of landed on the fact that this is the direction that we're heading. We said it was going to take time. Um we said we wanted more mental health. Um, I think we're just now beginning to kind of hit our pace with the current CSAs and the model that we have. Maybe we need something that's a little bit different, but I don't think it's an SRO in the building. Any additional comments from board? So, Miss Burns to clarify here. I'm just thinking process here and we would be voting on something May 1st but without theou. We would be voting to give direction to the superintendent and the direction is either we are in favor of SRO's returning to Charlottville City Schools. Please move forward and create anou in cooperation

076with Charlottesville Police Department or no, we do not want SRO's in our schools. Please continue to make us safe and work through the channels you're working through with and for. But there is noou to be had with Charlottesville Police Department that does not have an SRO in it. So just you understand was we would still get we would have another vote though in October when theou comes back to us or no that would be done. It would just be No, it would be Dr. presenting hisou and possible budget implications. I believe if the work were to continue what that looks like and then if your suggestion of having two board members on that committee then it's the work of the committee to inform the colleagues of theou and what's happening and what that process looks

077like I suspect. So yeah, I'm juggling one miss to I really appreciate your observations there. uh reminding us kind of how we got to this point and all the work that got done before and the concerns that were addressed then. Uh I don't think it's good legislative practice necessarily always to be changing things up. At the same time, it does seem to me that the model which evolved to include SCSAs, if I'm understanding this correctly, what we're proposing potentially is a model that continues to use CSAs but as SRO's in a different manner functions selection criteria all the things that kind of I think we went over and the literature that I reviewed was kind of the best practices of how you're going to utilize them that was what what would be going into thisou

078and according to staff that that would be filling the gaps that they're seeing now with our CSA model you might say current model so I'm interested in that uh I'm also cognizant that we can't micromanage everything and and at the same time like I don't necessarily want to vote on something that I don't know if it will actually implement all those changes that we were asking the new model to be which is a bit concerning to me uh because I don't see in this for example maybe it's there back in March of 2024 where we said these are the six specific things that we want to see included in the model and then that's the guiding principles that we would expect. I think the the guidance was go create something and bring it back to

079us and I think correct me if I'm wrong my apologies. I think that's the guidance we provided Dr. really was with like here are the criteria that we are asking for you to include in anou and my hope is that he would consider to consider those things and have meaningful discussion with everyone at the table to make sure that they were there. It's in his best interest to follow what we ask him to do as a board. I don't know. I don't know. Mr. Mer, sorry. Um, I mean to your point, you you reminded me of some things. So, part of what I think we we tasked Dr. Gurley with too was to do a comprehensive just review assessment of of Charlottesville City School safety. So, we've had bits and pieces of that, right? So,

080some of that has already um occurred and and we're following up on those things. Um, but I think part of what we had asked was to show us the why. like where's the data that really um warrants an SRO in the building and and you know part of that um consulting firm that came in and I mean they just made a statement you know we recommend SRO sometimes we don't sometimes we do in your case we do but there was no data in my opinion the way I read it and I've read it several times so I mean personally again I don't see the data I've heard the reasons and I'm not trying to discount the reasons of why um no just why you feel like it's important and I mean I'm just trying to

081honor honor that I mean I understand that there's taxing um parts to to what happens within the division and and so I am respectful of that and also to some of the points you know great points that were received in in emails you know I mean this is there's a funding component to this too there is um inst stability big time at the federal level as far as the Department of Education and big old question marks over my head regarding funding um you know and just what we need to be doing and and focusing on instruction and support to our students. So again, I just I I wanted to at least add those to my comments. So thank you. Can I just follow up quickly on Miss Torres comments? um regarding data uh I'll take

082it in a different way. One of the topics or the the issues um concerning our safety model is like what are our measures and like that that is something that's important to me regardless if we have SRO's or not. I I do think it's very important of what are we trying to get to? Um and I I've asked this in a couple different ways regarding CSAs like what do we want to get out of it? How do we know if that program continues in five years? Same thing with SRO's. How do we know that program continues in five, seven years? Like what do we what is our ultimate goal? Um like similar to our dashboard, if that makes sense. I mean, I think we, you know, we presented data to this to the board, to

083the community in in several different ways. Um and um I just I just honestly think that um you know at the end of the day either you you know first I want to say that you know I heard Miss Torres and and I've heard members of our community we it's not our position that we want to abandon our current model. Um, I mean that's not been any of our talking points. Um, it's been about we were charged back in March to um go forth and look at an SRO model and build anou around that and bring it back um to you all. And that's the work that we've been working on. You can delay this vote until May, but we're not coming back with that information. Um we have bought uh we've brought to you

084all um we brought data about the number of times we've called the police and this and that um and even down to the qualitative data um no one cares about. I mean you know we have people sending emails that you know you know thank you Mr. Morris for your feedback but um you're only one black voice. Um, and so I think we can we can continue to I think someone um shared with me about the meaning of kicking the can down the road. I mean I have no interest in doing that. Um, I think either this is moving forward or it's going to I mean or we just continue to model as it is and and and I assure you what I've been tasked with doing is keeping all students safe and I'm going to

085continue to do that. um the gaps will remain the gaps. And if it were as easy as people insinuate in email that we should be training um we should be training principles to shut down students. Um that's absurd. Um it's absolutely absurd to ask CSAs to do things that are required of the police. So I think in this moment um you know either you know what we've brought forward is enough um and we're doing the work that was assigned um and for some reason now we are changing that narrative um once again we we're changing the narrative about what needs to happen in this moment. We are doing exactly what was asked and if you ask us to stop, we will stop and we will focus on what's pressing in this moment. Um, but this

086is not um us trying to create this narrative. I've worked in school divisions with police officers, with brown children. Um, I know that's the talking point every week when we get an email um about what happens to brown faces when there are police officers in the building. Um, and it's absurd and I'm not going to um I'm not going to belver this point anymore. Um, either this works either continues with a um a measurable um outcome or we stop it. Um, and it is it is a waste of taxpayers money. So, at this point, we have a motion to postpone this decision until our May 1st meeting that has been seconded. Uh, and so I think it's time to vote. So, Miss Ber, if you can call this role. Yes, Madam Chair. Miss Burns. Yes.

087Mr. Meyer. Yes, Mr. Morris. No, Miss Richardson. No, Miss Torres. No. And Miss Douly? Yes. Okay. So, that uh does not pass. That takes us back to the original motion. Okay. So, the original motion which was a delay until October. Second. I'm sorry. So, so it's already been motioned and seconded. So, it's back to the original October. October. Sorry. Just making sure. Uh, Miss Burns, real quick. I want a discussion on that real quick, please. It's a new motion, right? Mr. Morse, can you Why did you move to have the decision tabled until October? I did not because because we did an amendment, right? And that failed. We then revert back to the original motion which was what you said at first proc. So we're now voting on my original amendment to waiting for theou

088um at the end of October. Well, I mean excuse me at the beginning of October. I said colleagues as as we I think we're discussing now my original motion to again delay until October. I actually feel better about that because then I feel like I'll be voting on something that I have more detail on while I don't think that necessarily will give the signal to CPD that and chief coaches that it sounds like he's requiring my understanding the work on developing again the modelou will continue uh and we will then have a clearer picture I think on what we're supporting uh or not supporting. Correct me if I'm wrong. If we think we're the logic, I'm ready to vote. Mer, can you call the role again? Miss Burns? No. Mr. Meer. Yes. Mr. Morris. No.

089Miss Richardson. No. Miss. Dores. No. And Miss Dolan? Yes. All right. So, that failed. Uh, so we are back to the beginning. Do we have a motion? I move to um uh approve SRO's tonight. We have a motion to approve uh a development implement a school resource officer model. Okay, I I will certainly uh say that correctly. Um I move to implement a school resource officer model for CCS. So we have a motion. Is there a second? I will second. Have a motion in a second. Miss Burns. Yes. Mr. Meyer. Yes. Mr. Morris. Yes. Miss. Richardson. No, Miss Torres. No. And Miss Douly? Yes. All right. Uh we're going to move on to items for discussion. 11.1 uh the 2526 special education annual plan. Miss Rasnik. Good evening, Madam Chair, Dr. Gurley, members of the

090board. Um we're here to present the special education annual plan and provide an update on our special education program for this year. Um I wanted to start by introducing my team. Each of them um may step up to share some information tonight. Um it's not our whole team obviously, but um many of our school leaders in special education. Um so we have Heather Grundon. She's our intensive program specialist, Dr. Leslie who is our one of our special education coordinators, and then Lauren Diggs who is also a special education coordinator. Um this morning uh I got to spend some time in the garden uh with our uh urban farming program um to introduce a new adaptive walkway for our garden. Um and it just reminded me about how grateful I am to work for a school

091division um to work for a superintendent to work for a board that really values inclusion of all students in all spaces. Um some tears were shed on my part to be quite honest. Um, but it is hard work. It's imperfect work. Um, we work at it every day. Um, and um, we make mistakes and then we work to fix our mistakes and there's joy and there's sadness. Um, and so uh, the visit was this morning. I have pictures if you want to see afterwards. Um, but it'll also be covered by the news. Um, and it was just quite a moment for our school division, our students, and our school. So um I will start with um just a verification of our December one child count. Um so we presented some preliminary numbers um in December.

092Um but this is our final count at that time. Um a lot of special education processes um including funding are tied to the information on December one. Um, so as you can see, there's not a significant change in the number of our students with disabilities. Um, and there's just a slight change in um, how much special education service they receive. So then moving on to our annual plan. Um, so we present this to you each year. Um, the special education advisory committee reviewed it last week. Um, and Lisa was there with us when we reviewed it. Um when we apply for this federal funding um we make assurances that we have policies and procedures that are in alignment with uh federal and state um policies and regulations. Um and so that is a large part

093of the annual plan. Um and then uh we set we outline how we're going to spend those funds on the students who attend our schools as well as how we're going to expend uh the required proportional set aside for students with disabilities who attend private schools within the boundaries of the city or are home instructed and live in the city. Um so this year our allocations um will change a little bit. Um we base our total amount on what we were allocated this year which actually changes after we submit the plan. Um so as we um as we get updates on our total allocation, we adjust the plan accordingly. Um but we don't ever actually have to submit a new annual plan to align with that amount. Um this year we're increasing the amount that

094we would like to allocate to personnel services and employee benefits. We're doing this um because we we are planning to um increase Charlottesville High School special education teacher staff um to open a new structured teaching classroom. Um we'll talk more a little bit about that later. Um based on our review of expenditures over the past few years um we can um reduce the amount that we um apply that we allocate to purchase services as well as materials and supplies. Those are two things that um over the course of the years um we've ended up having excess in those areas. We use these funds right now to fund six teacher positions in their entirety. Um, four TIA positions in their entirety. Um, one whole coordinator position as well as 90% of three teacher positions. Um, when

095we apply, we say in whole or in part um because obviously we don't always know how much people are going to make um before we hire them. And so that allows us to increase um what percent of that person's salary and benefits we cover each year. We use our purchase services to provide uh a teacher for the deaf and heart of hearing and interpretation services for IEP meetings um and conferences for special education students. Um materials and supplies are predominantly used for curriculum as well as for um specialized things um that students with disabilities require on an individual basis um assisted technology and things like that. Our inter other services um encompasses travel um and other related expenses to our staff attending training. What we include in this annual plan um and as we have

096um last year as well is for teachers to be able to attend the teach five-day classroom training in North Carolina. Um that's a really large expense per person. Um but it is an exceptional um immersive training experience that includes their ability to work with students. Um so it's a pretty unique um opportunity that we want our teachers to take advantage of. Um and we'll have one teacher attending this summer. Um and then in terms of our our capital outlay, uh that is primarily for larger purchases um that are needed for students um such as communic communication devices, switches, and adaptive equipment. Um just for transparency and um you know in response to some questions that we had at the special education advisory committee um nine out of our 78 teachers related service providers and administrators

097are um included in the annual plan. So the majority of those a very large majority are included in local funding. and then four out of our 46 instructional assistants. We also get a very small amount um from the federal government for supporting preschool students with disabilities and we allocate that almost entirely to um one teacher. Um it doesn't um cover her entire salary or benefits. Um, and she actually serves our two-year-olds in a developmental play group. Um, and is an itinerant uh, special education teacher who serves students at Jackson Bay. Um, so as I shared last year and I think you all know from being in our building, our largest expense is on our staff um, on supporting our staff um, and on training our staff. Um, so I'm just going to go through how

098much um how many special educators we have um at each level just for context. Um so in early childhood special education, we saw a substantial increase in the number of students we serve this year, which is really exciting. A lot of them are going to kindergarten next year. Um so we serve 76 students um ages two through four um with six special education teachers, a preschool evaluator, and seven special education IAS. um our elementary speech language pathologists serve um our students in early childhood special education and um then we have one speech language pathologist who um serves students in the community. So she goes to preschools in the community as well as have students walk in for services at Berley Maran. Um at the elementary and secondary levels we have um a wide range of

099services to meet the needs of students with disabilities across uh their least restrictive environments um since last year. So we have the same number of special education teachers at the elementary level um but we've increased our staffing by two instructional assistants um we keeping you know thinking about having the same number of students that really indicates to me that there's a higher level of support needed for them to access the general education setting. At the secondary level, we have one fewer special education teacher, but we increase by four instructional assistants. And so again, that's how are we supporting students with disabilities accessing the general education setting um and meeting their individual goals. And then we added a transition specialist this year, which has been a real joy. Um she's she's incredible and she's been working

100really hard. Um and Dr. is going to share a little bit about her in a few minutes and her work. So, um, in addition to teachers, uh, when you have an individualized education plan, you often access related services. Um, related services encompasses physical therapy, occupational therapy, psychological services, speech language services, um, and a few other things. Um, so this is our related services staff. Uh we have the same number of people as we did last year. The really exciting thing is that we filled our BCBA position. Um Miss Eubanks is incredible. She's been such an asset to our teams. Um and she provides direct services, consultation, and coaching. Um and so we're very appreciative that we've filled that role. Um and that we can provide that support to our students. Additionally, divisionwide, we have two

101coordinators. Uh there's myself, we have an administrative technician, and then an intensive program specialist. We added this intensive program specialist this year because um our, you know, our greatest strength and our greatest asset is our staff and our students and supporting staff is a huge part of our strategic plan. And um we realized that the way that we needed to support people was be able to have someone to coach and model. Um Heather's been with us for a long time. I had the privilege of being the coordinator at Jackson Baya. And um being able to take what she did at Jackson Bay and spread it around the school division has been um a real joy to watch. And she's still at Jackson Bay almost every day. So they're very grateful for that. They've been okay.

102I think it was stressful at first to think that Heather was not going to be there all the time, but they've done awesome as well. Um, so we continue to have our life skills education adapted curriculum program, LEAP. Um, the enrollment right now in grades K through 22 is 49 students. Um we do have a full early childhood special education class um that will be part of um LEAP when they come to elementary school. Um and then uh the really exciting news in programming is expanding our structured teaching program through the high school. Um so we'll now have that level of support for students prek through age 22. Okay. All right. So, Dr. Lesn is gonna share a little bit about Sarah's work. This is honestly probably a snapshot of everything that she's been doing.

103Um, she just jumped straight into this work and has embraced it probably more than we could have even imagined when we filled the position. Um, but just to note some of the things that we're seeing happen just this year. Um and projecting into coming years, the utilization of DAR has just increased exponentially. Um it is routine that you walk into the high school and find our students meeting with our DAR rep. Um, there are classes set up for students to meet with the DAR rep and take care of not only training opportunities, but also just that relationship building that's going to carry them through postgraduation because that's who we're going to hand off to for many of our students. Um, she's started building community partnerships, um, tours to employers, getting students out and doing sitebased

104assessments. um and she's just seeking to in increase the number of partnerships we have in the community. We know we have a huge asset within our city and we just want to really build on what they can do for our students. Um the utilization of the per program for those of you who are familiar with that that's an assessment program where we can send students to Fischersville, Virginia at the Wilson Workforce Center and they can get comprehensive evaluations. In past years, we really haven't even been using any of our slots, and this year, she's projecting she may have to ask for more. So, that's really exciting. Um, making sure that she is taking advantage of any funds available to us through WEOA. That's in partnership with um the DAR, but that workforce innovation and opportunity

105act offers us opportunities to provide some training or even possible pay opportunities for students. So, it's just figuring out one how to navigate that and then getting those set up. Um, the community-based instruction has continued with our specialized programs, but I think um to Miss Hackter's credit, she has been on the boots on the ground like she's in those classrooms. She's going places with the kids and really understanding their comprehensive needs. She is seeking in the next year or so to develop um kind of a warehouse of materials for um people to either check them out physically or to have online resources particularly for transition assessments because we recognize that is a weakness and that ties into that assessment piece is um it was just a critical need to make sure kids were getting assessed

106and um everything was being identified rather than having the generic goals. She has been helping us beef up our transition plans. And just the last thing I would note is um it this isn't contained just to CHS. She's reaching out to our students who are in placements who need to be placements off of campus and she's helping to make sure that their services are aligned to our expectations within Charlottesville City Schools. I got to hear her this morning. I think she was quizzing kids um while we were in the garden on the what interview questions they might be asked at their KF interviews this week. So um we've funded this by not um continuing to have a contract with Work Source. Um and so there was some angst there um and it has it was

107a good investment. Investing in Sarah has resulted in a lot of meaningful opportunities for our students that they didn't have previously. specific to this. Um, so this is is this the first time we've really utilized DARS to its capacity? Yes. I mean, I was excited um to see that and I know I was I was around in the day when it was work work force or source work source. We worked with work source um before prior before. Yeah. Yeah. And so just wanna I was really excited to see this on on the slide um in the sense that um my young adult um with some encouragement from from a mentor um reach out to DAR and it took a little while um postgraduation but mom really needed to like be hands off you know and

108that's really hard for a mom who's advocated so hard for um that individual and got in and had a wonderful experience and had a wonderful coach and is coming up on a year um of a wonderful job that is a good fit for her. And so I just I know again this is outside of but this is looking forward to I mean we're we're making those connections now. Um and I can only I'm just grateful that she my student my my my kid has that connection. So I'm really excited because it's just been wonderful. So, thank you for all of that. Yeah. So, we continue to access the Pont Regional Education Program, PREP, um, for a number of additional services. It really does benefit us to work work with PREP for these services bec. Um,

109two things I wanted to highlight. So, the parent resource center is really awesome. Um Stephanie Hicks and her team um put on a number of events that we could not pull off ourselves. Being able to collaborate on those types of events um provide resources to our families. Um there's evening events, there's weekend events. Um and she's also serving as our uh family liaison. Um so that was a new regulation that was implemented this year. Um, and she really does help build consensus. Um, if families reach out to her, she is a parent of children with disabilities herself. She shares that widely and she really works with our families to work with us. Um, which is a huge resource. Um, and then the other one is Ivy Creek. So, a large part of our um, prep

110budget goes towards purchasing slots at Ivy Creek. Ivy Creek is a public separate school that serves students with uh significant emotional disabilities in grades K through 12. Um there are some changes coming to Ivy Creek, their moving location. Um but we are we're going with them to their new location. Um we did look at our utilization of our slots and are decreasing the number of slots. Um and that's due to the investment we've made in um opportunities for students in our schools. Um just a little recap. Um it's really a privilege to be able to support students with disabilities and the staff that supports them. Um just a few things that's almost the finished uh garden walkway um that you should definitely take a trip to in the outside. We've got some students at the

111Tournament of Champions uh which we'll go to again this year in Louisa. Um and then um obscure object, but that is a switch controlled drum. So for students who um lack uh some who have some ability challenges, finding ways for them to communicate and experience uh the same opportunities as their peers. Um there is a switch adapted chicken feeder and a switch adapted watering can um in the garden. Um although I learned today that the watering can does not turn off, so it can make a big mess. and they love it. Um, we got big grins when the watering can got brought up, not brought out because it doesn't turn off. Um, just some other celebrations for our special education programming. Um, we partnered with uh UVA this year to implement an FBA bit pilot

112for early childhood. Um, we've got our fourth group starting. Um, and we're really excited about the feedback we're getting from that. It's a collaborative process with families and we're really appreciate appreciative of their support um and to be able to contribute to this statewide model. There have been some peer observations in early childhood special ed um that have been really meaningful and we are being trained on how to use the inclusive classroom profile um which is part of our work to make our preschool classrooms more inclusive for all students. Um and then we've had really positive attendance at our program meetings throughout this year. Um which is where we've worked primarily on our the results of our CSEA audit. Um so a little bit of an update on our audit. So, um the our VDOE

113um monitors um were able to validate our self-monitoring of over um 200 student records. Um they engaged in 13 interviews with staff. They did 23 classroom walkthroughs. Um and then they worked with us to do a transcript for review for our high school students. So, um, a lot of this was self-monitoring. Um, and I said at the beginning, we're not perfect and we're also pretty harsh on ourselves. Um, and so working with BDOE has been really positive um because they've really helped us highlight um where we can make improvements but also acknowledge that there are many strengths in this division. Um, this is a quote directly from the report. Uh, and having that team here and I think being able to share it with the staff. Um, I mean, I think I shared this last

114year as well, but they said we have the best program for students with significant disabilities that they've seen. They they were so appreciative of how students were engaged in learning. Um, and that's a testament to our staff. Um, so we've got this incredible resource in our students and staff. Um, and want them to continue to thrive. Some of the areas that we identified as needing program improvements and that we worked with them to um, identify what regulations we needed to pay close attention to. Um, we're making sure that our students who are enrolled in the Virginia Essential Standards of Learning, who take the VAP assessment, are enrolled in a course uh in a system of courses that show that each year they're taking reading and math. Um, we know in practice that we're teaching reading,

115math, science, and social studies. Um, but that really needs to be reflected on their transcript. Um, so that came out of that transcript review. Um so we made some updates to the program of studies as well as some rostering updates. Um many of the areas of improvement were actually in the screening process making sure that our screening process for hearing, vision, speech and motor um is well documented. Um it was well documented uh K through four um and then wasn't as well documented um for vision and hearing in the older grades. So, I worked with the nurses, speech language pathologists, um, to revamp the screening handbook and make sure that those procedures are clear and that we're following them. And then what has been a big focus of our program meetings has been positive behavior

116supports. Um, so this year we've worked to update our functional behavior assessment and behavior intervention plan process. Um, make sure that we have supported teams. That's iterative. We updated our guidance documents this week um because we want to gather feedback and get information from staff. Um we are doing regular internal audits to make sure that that IEPs are compliant um for positive behavior supports but also that um that discipline information is being logged correctly and things like that to ensure that we can follow the proper procedures when students with disabilities violate the student code of conduct. Um and then We're updating our uh MDR process, which is our manifestation determination review process, um to include some guided questions that help the team make good decisions. In addition to some program improvements, um there were some

117uh areas of improvement that we could make in terms of documentation. So, we've updated guidance for eligibility documentation, extended school year documentation, IEP meeting attendance, IEP meeting notices, and record access logs. Um, many of these things were things that we found in maybe one or two records. Um, and so it wasn't that it was wrong in every record we reviewed. Um, but if we found it in one place, we wanted to make sure the guidance was good and updated it. Um and many of them were things where we were documenting in one way and needed to make the documentation more clear. So for example for eligibility um we were documenting in the summary something that we should have also been documenting in a worksheet. Um so we were able to update our guidance. Um any

118case any IEPs that needed to be corrected were able to be corrected. Teachers got feedback. Case managers got feedback. um and we're really positive with what we've seen so far. We'll submit that information back to BOE in July um for them to validate that we've um made improvements in the areas um that were noted. And then there's two other things that or three other things that we initiated based on this process. One was um a big records retention project. Um, you know, you're thinking special education and records retention. Well, um, yeah, there's there's a lot of records retention and confidentiality within procedural safeguards and within our special education regulations. Um, so working with Miss Powell um, and Skipper and Miss Hackworth um, to update our records retention procedures and then increased we've increased our consultation

119with private schools and with homeschool families um, because uh we need their feedback to drive how we use proportional set aside. So we've gone from consultation once a year to I now send quarterly information. Um and we've actually had we've had quite a few homeschool families reach out for evaluations. Um and that's something that that's a big part of child find and if people don't know they can't reach out and ask. So, um, we've been happy to see that increase in referrals because that means we're identifying every student, um, who's eligible for services. And that's it for today. Any questions? So, I mean, I appreciate this and I appreciate I mean it seems like a lot of it is procedural stuff how you guys were doing and I was just curious if um I mean

120any of those deficits or or affected students, the services that they received, the quality of an IEP meeting or elig I mean just like bringing it down to the student or family. I would say that none of the documentation improvements impacted students. Um I can give examples for what each one was. Um you know, we weren't creating a separate IEP meeting attendance sheet. Like that doesn't impact how students get served. Um that there wasn't a record access log in their cumulative file. That doesn't impact how kids get served. Um in the area of program improvements, um what I would say is the thing that has impacted students is positive behavior supports. Um and I want to acknowledge that that is a very complex process. Um meeting an IEP in general is a very complex document.

121meeting kids individualized needs um is the name of the game. Um and so improving our positive behavior supports improves student achievement and student outcomes. Um many of the things that we identified were that the IEP contained a number of supportive um supportive pieces. They had where students were getting positive behavior support services. they had individualized goals. Um, but the IEP wasn't as um, what's the word I'm looking for? Cohesive as it could be to make sure that those services and supports were clear and transparent and updated more regularly than the IEP. So, the great thing about a behavior intervention plan is that you can update that every two weeks, every four weeks if you need to. um and updating the whole IEP um every two weeks or four weeks would be um very challenging and

122so we are really leaning into using behavior intervention plans to support individual students. Thank you. Um and then quickly back to the um the funding part. So um thank you for taking my question and spending some time with me at the SEAK after the SEAK meeting. But just in in the sense that there are some positions that are tied to those federal funds, can you speak to and again, you know, with with again the political climate and BDOE um yeah, the executive order surrounding that? I mean, do we have a contingency plan or or how are we preparing for that if if funding changes for programs or staff positions? So, my understanding is that the funds for next year have been appropriated to the state already. We're not worried about next year. Uh I mean,

123we're worried, but in terms of these funds, um we're not necessarily worried about these funds for next year. Um and as we get more information, we'll make contingency plans. Um we're committed to having a high level of service for our students. We are committed to the Individuals with Disabilities Education Act. Um we're committed to providing special education and section 504. Um I can't speak to what will happen if the regulations change. Um but we're committed to doing the right thing for kids. Um kind of no matter no matter what. Um we do have um in working with Miss Hooper like we will we will have a plan as soon as we have the information we need to make a plan. Thank you. It's your whole team. Um next up is Miss Hoover. Speaking of whom

12411.2 to um a budget update. Good evening board members. This evening I will present to you the budget updates for fiscal year 2025 and 2026. The general assembly conference budget uh changed the governor's proposed budget in which we built our um FY26 budget on. Um they lifted the support cap on positions, increased the staffing standard to support the positions from the governor's proposed budget of 24 to 27.89 per thousand and on the base year of March 31st of next year. And remember um basic aid is included in the calculation of LCI. They also gave us additional money for the funding of the special education. And then there was an additive for this fiscal year's budget for a bonus payment to school divisions for SOQ funded instructional and support positions. So, let's start with the one-time

125U bonus payment. Uh, in the FY25 budget, um, the state has allocated $471,712 to CCS, including social security taxes to provide a $1,000 bonus for SOQ positions to be paid no later than June 1st. and it's to promote and retain staff. We have 526.59 FTEES beyond the state's SOQ funded positions. To extend the $1,000 bonus to all instructional and support positions, we need to add another $449,998 to the state's allocation. We would utilize the fiscal year-end funds to cover this need. Based on February's projection report, we anticipate having 746,000 in vacancy savings, which would cover the additional amount needed. You may recall in fiscal year 2023, the general assembly authorized a one-time bonus for SOQ instructional support staff. We're modeling the distribution of this funding based on those guidelines that we set out. To receive

126the bonus, employees must be employed with CCS on the last day of school, which would be May 30th, and returned to us for the first day of work on August the 4th. The bonus would be issued through a separate payroll on May 30th. If an employee doesn't return to the school for the new year because they submit the resignation over the summer, the $1,000 bonus would be deducted from their FY25 contract payout. This structure is intentionally designed to support and promote staff retention, aligning with both the state's guidance and the local priorities. So, moving forward to FY26 budget, we're receiving an additional $385,077. The superintendent is recommending that we add three FTEEs to enrollment growth at the elementary schools and one FTE for attendance officer. With the addition of the $385,77, we'll be amending our

127FY26 budget. The total funds will be $125,31,367. [Music] And at the next school board meeting on May 1st, the superintendent will be recommending to take action on authorizing the $1,000 bonus from the FI25 budget to staff and amending the FI26 budget by $385,77 for the additional FTEES. Are there any questions? up to the board for questions. Go ahead, Mr. Meer. Thank you, Miss Huber. Uh, and maybe this is a question for the attendance officer. What is the in the scope of that person's uh new role? What what are they to do? Um so that person is providing tier three. It's the equivalent of the truency officer role. Um we previously had the truency officer. Um one of the things that we talked about at the um last meeting I believe it was we looked at

128the um attendance data and so one of the things that uh we know has been a heavy lift is our students who are chronically absent. Um so this position is um um relieving what's currently happening is some of our mental health providers are doing the truency work and it's causing some very blurred lines with families. They are forming these um relationships with families but then our mental health staff are then having to take these folks to court. Um and so we don't believe that these we don't believe that these staff persons should be the same. Um it it compromises the trust with our families. So we are making one strictly about trilency and the other will continue to focus on the mental wellness of our students. Sure should have asked this before, but uh previous

129meeting, but how many times have we had to take families to court this year? Miss Razn could probably give us a a ballpark um of how frequently that happens. And would that increase with the new position, we think, or um I don't know if increase is the right word. I think the consistency um we are not being consistent in how we enforce it because um the staff who we have to staff the that role currently. So there become some kind of have I want to say if a kid hits 14 days or 10 days or whatever in the school year and they're chronic then they there would be an enforcement action basically. Well and it's long before 14 days. Want to jump in. Thank you. So the um the court process is about accessing services.

130Um that's the the big reason that students might um be refer referred to court services. Court services can um take the case or divert the case. Um but we we are trying to use a preventative model to where students who who need support can get support. Um there is it does come a time where the support that the student needs needs to be mandated and that's when we access um court services so that the services maybe they are mental health services or other services um get put in place and then there's the expectation um that the parent engages with those services. Um we don't take a substantial number of students and families to court um at this time. Um we're we have a multid-disiplinary team process that works with uh court services as well as

131our our CCS staff to determine what services need to be put in place um and whether it's an appropriate referral. Um but it's an it's an extensive process that takes a long time and a lot of maintenance um from somebody I can I can get you the answer on exactly how many I just we're adding this position which is we could be there's other obviously a lot of other needs our students have and and I am worried about attendance but I'm wondering again is there actually enough work for this person for a full-time position. Yes, I'm seeing there would be okay. Uh and and I do agree that you know we need to there need to be some carrots for lack of a better word here stick uh to start I think holding parents accountable

132for their children going to school. So if this is part of that solution I think we we need it. So want to interrogate that a little bit but thank you notice that. Uh different question. Uh Miss Hoover, what is when you have here you have this general assembly approved uh a bonus for instructional and support staff. Is that all staff or is that again only staff let's say that are in the schools and not the administrative team? What are we talking about here? When when the state says that they have uh approved a bonus payment, they stipulate soq instructional and support staff. As we're putting it forward to the school board, we are saying all of our instructional and support staff and support staff does include our administration. Okay. And this is for retention purposes,

133correct? To promote retention. Are we having a Dr. Gurley a problem with retention on our in our administrative staff again in the I would say division office? So are administrators SOQ positions? Okay. Yeah. So there are admin that is technically administrators are technically position. Schools. Yeah. School counselors, principles. We just exceed We just Yeah, we just exceed the SOQ. I am not in that I'm not in that number. Um but we do exceed we exceed the SOQ. So I mean that's the thing we have to Right. And then then I know we do that at in a lot of again we have lower classroom levels and a lot of support things that we be on with an SLQ level. I'm concerned that while this money if we don't spend it technically we have to split

134it half of the city but I don't necessarily think staff in the that are based not working daytoday let's say with students and the district headquarters necessarily need $1,000 bonus. That's my personal opinion. Uh but um yeah, that's my observation. How do how do you pick who who's Nobody walks around with a stamp that says I'm an SOQ. I mean, who who who's going to make that decision? Who gets the bonus and who doesn't? In my mind, it is if you're in the school every day, then you're in the school every day. if you're not in the school every day, if you're in the administrative side of things and to a certain extent my my I would define that usually as people earning over 100k that I'm not worried about necessarily on the retention side.

135So yeah, I I think the issue is it says for SOQ funded positions and and so in baked into the money that they're giving us are administrative SOQ positions which are connected to students even though they're not in the building with students. I think that's the difficulty. I think I also just want to interject that I'm very uncomfortable with a lack of respect for non- studententf facing positions um that that they are not worthy of the same retention that we want to extend to um our teachers and our other staff and I don't I would hope that's not what you were intending um but I think like SOQ's are not just teachers like that document the standards of quality encompass a whole lot of positions. I say I appreciate that. I also think there's and

136not trying to degrade the andor excuse me the the work that all those folks are doing. I personally don't think we need to be for example giving bonuses though to staff that make more than $125,000 $150,000 a year. Um, so and I think we can repurpose that money and I don't think we have a retention problem with that level of staff earning that type of money. So I was just trying to understand a little bit better if there's a different destination there because I think how it's presented is that and I appreciate the clarity provided around SOQ uh what that actually means in staff but it should just be all staff rather than instructional and support staff but okay Um, that's all I had. Thank you. Any other questions or comments for Miss Hoover? Yeah,

137I was just curious like can you explain so that with the general assembly um that that $385,000 it was the way the slide reads is it's delineated for support positions funded in basic aid and then additional funding for special education and then how that translates to the positions that we're we're looking to fund. So the basic aid is directed towards the FTEES. Um special education is an addon to the basic aid funding. So we could contribute that to our attendance officers and our teachers. So we can spread that. So it's basically kind of under the umbrella of correct. Okay. Just thank you. And moving on to our last item for discussion 11.3. Miss Pal, you're back up with our elementary school reszoning and policy JC update. Good evening again. Um for elementary school resoning, there's

138no new information being presented this evening. This first slide um for the viewing public just shows our current boundaries. It the table at the top details all the different metrics that we were looking at throughout this process. Even when the initial four scenarios were put out to start getting feedback to figure out, you know, how to how to solve these problems. Um the low SCES has always been in the mix. um and it did become emerge as our top priority. But all of these things are important. We wanted to get the best outcomes we can with all of them. And the big thing is the the red box up there, which just simply means that if we were to do nothing, taking all of the development information that we have in hand for everything that's

139approved and actually in progress in some cases, we would um ultimately within the next 10 years, we would be exceeding the capacity of Summit by over 40%. and Summit is the one school in the entire district where there's absolutely no opportunity to expand it. So, I think it's just kind of good to remember why we started here. I'll also say that um the South First Street redevelopment and expansion also had started out as a top concern, but we're actually not going to see um the the consultants work showed we won't see as big of an impact there as we were initially worried. But that was one of the reasons we started the process as early as we did. um because of how that development is coming online. So um this is just a look at

140the metrics and a reminder of why we undertook this process in the first place. We started back in September. We were talking about it before then, but the first official presentation at one of your board meetings was back in September. And then this slide just recaps the recommendation that was put forth by the superintendent in January. It shows how this set of boundaries impacts each of those metrics at the top and then the bottom table shows the number of students that um ultimately move to different schools with this proposal. Um, phasing is a really big part of the proposal that's being put forward because the idea is that, you know, we don't you don't there's no need to move families too soon given that everything we're doing is based on construction. Um, and and certain

141housing um developments in particular are projected to have significant impacts. And so you don't want to move students or families too early because then you end up with schools that are underutilized or you know before they there's just no need to do that. The whole idea is to minimize transitions disruptions and to give families options. So this slide details um you know how families can look at the information once everything is decided and they can determine if they want to move early to the school that where they would possibly you know where they would be attending or they will be able to apply for exemptions and continue and finish out at the the school where they currently attend. Um, and with these types of phasing, transportation isn't is not bestly guaranteed, but the option is

142up to the family if they want to put forward an application. And so, um, in a later slide, we're going to talk about adjusting the, um, out of zone policy to accommodate those family choices. Um, this is the chart that actually details when um, the different changes in the boundaries would take place by neighborhood. And the main takeaway here is that most of this doesn't happen until 29:30. There's some changes that were recommended right away where no students currently live, but it just some little tweaks that cleaned up clean up the boundaries. And then it's actually um 2728, so not next year or the year after, but the following year where we start to move some students. And these are this is the neighborhood west of Kindlewood, the Dice, what we're calling the Dice Street

143area. By starting there, that starts to free up um space in Kindlewood as I mean in I'm sorry in Summit as Kindlewood phase three is projected to come online. Um and then it's kindlewood phase 4 along with other developments that we have our eyes on. That's really what drives the changes that are needed by the 2930 school year. One of our overarching desires is that whatever decisions were made in this moment, looking at the data we have available, that it be good for at least 10 years. Uh Charlottesville has not had to make any decisions regarding boundaries for elementary schools since Jackson Via was constructed back in the 1970s. So that's a amazing track record for not having to revisit your boundaries within 10 square miles. But there's just a lot of um high density

144development that was focused on the summit uh school district that we have to get ahead of because to the extent that it actually materializes and the funding continues and those those units come online as they're planned, there's just nowhere to expand Summit to accommodate um those numbers. So, with the phasing, we need to make a change to policy JC, which is school attendance zones. And, um, I don't know if we want to go to the full view of the policy or just talk about what it is. It's really just it adds reasonzoning as a reason that families may apply for a student to attend an elementary school outside of their zone of residence. New online applications will be will be made available online. Um, presently it was just a it was just a paperbased process

145through the school offices because there really weren't that many folks who applied to do this. Um, it was main just two reasons in the existing policy. One is child care and the second one was if you started in like you were living in one area of the city and your child started in a particular elementary school, you could apply for your student to stay. Those were the two reasons that exist in the policy. This adds the reasoning and the parameters around that as a third reason. So, um, this is kind of projected up. It's not a lot of changes. It was actually when we looked at it, pretty easy to tweak the existing policy to accommodate this new situation. Um, so for this year, the application for out of zone for next year, it won't

146open up until after you all take action at the May 1 meeting. In future years, we'll want people to put in their out of zone applications in April, but that won't be the case for this year. Um but because you only apply one year in advance. Um uh one some families may wish to use the out of zone application this coming May. And so these are the examples. A family whose oldest child will be in kindergarten or first grade this coming fall if they want to go ahead and apply to their future school for August of 2025. Um that would prevent their family from having to make a shift later. That's just one example. Um and again that previous chart is what that those links go to. It shows the the um proposed phasing and

147timing by neighborhood. U Misser had projected the you know complete policy up there but uh people can link you know get to that through this agenda item if they'd like to take a closer look at the exact changes and I believe that's the last slide in the deck. So happy to take questions. Thank you. Um, any questions? Again, no changes since what I think we last received. Correct. And this functions as the first reading as our legislative process to vote on it as an action item in the next month. Correct. This is the original recommendation from January. Thank you. Um, I I would like to make just a quick recommendation for the policy. Um, in section A, I think it's the fifth bullet point. Um, uh, a limitation, I'm sorry. Yep. A limitation on participation.

148Um, it feels like that actually does not apply to our school district. Does not. So, I I would like to remove that if the board is willing to. Thank you. Um, that was an oversight. You're right. that is not applicable because for us we only have zones for elementary school. Thank you for that. I was curious and I can't remember so help me out. Have we talked um or has anybody talked about this becoming a more um cyclical process? Like I know we've said we'd love to not have to do this every so many years, but have we have we talked as far as or would it be appropriate to put into this policy that we're going to review um attendant zones every so many years? I believe that's already or is that in there

149policy? It's in the policy. It's it already um I forget the exact language, but the policy already states that that it might be in the very top. Um Leslie, if you go up to the first paragraph, um are established by the board and it says something about the periodically reviewed. I thought uh it's not about the out of zone part. It's I think it's about Miss Torres is referring to the general like it's going to be periodically reviewed. The very opening paragraph you you were up there. Um well I did make changes so that you wouldn't have to revisit it too soon after reconfiguration. I will say that um I've seen somewhere policy I mean it it it might be a different one but it somewhere that where it says it will periodically review it

150may not be this policy um we can have that information as a followup to find that or we could add to this and we could also add to this to say that the board will periodically review. I I actually I think I found maybe the paragraph that you're looking for. So just under the the bullet points, that might be the paragraph that you're referring to, but I I do think it might be important to to put a time limit on that. I mean, to to date it was sort of it's um it's as needed, but we we just have known that um just looking at the housing developments that were coming online, we'd sort of been foreshadowing that we might have a problem and then if that problem landed at Summit, we can't be reactive.

151Um, but it could be spoken to more. What the point you're making, Miss Torres, could be more directly spoken to in this policy. That's Miss Torres, is there a timeline that you're thinking of or I mean, I don't know. It's reasonable. I feel like, you know, if most of this isn't going to be kind of implemented or we aren't going to realize it until that 2029, I mean, if it's a 5-year period that that somebody, you know, is is task to review and see, you know, if there's actually now I know what you're referring to and it's something that's more perhaps regulation. As part of all of this, sorry. Um, we are going to annually be looking at how the actual housing developments are progressing so that we could adjust the phases if that we're

152going to be monitoring it. Now, if you want to memorialize that it's going to if we were to see something significant changing, I believe it's incumbent on us to advise the board. But we already have in our procedural plans that we're going to have to look at how the housing are the housing developments coming online as expected because again, we want to avoid underutilization as much as overutilization um and and balance all those metrics as best we can. So that's already in our plans procedurally. Yeah. I mean I think to your point I am more interested in memorializing it. Um obviously I think it's it's you know on everybody's mind that we need to do a better job and and we have done but continue to watch housing developments the relationship the communication with NDS

153and and so whether it be in the regulation that you are at least providing a report to the board every five years like we're good status quo um or there are some housing changes you know or we do really need to look at this but I feel I just don't want it to sneak up on us. I actually think the um annual enrollment in update in the fall is going to be a really good time for us to talk about this. I think it's going to naturally come up because I h I now have quarterly check-ins with um Pedmont and CRA and uh NDS. I've got a monthly with. So, you know, we we've established I I'm I'm not the planning commission grant you and there could be new things that come up, but at

154least for what we're aware of that drove this particular set of decisions, we have the regular meeting set up and and my thinking is that when we get your um enrollment report out in the fall and October after the that that would be a good time to certainly update the board on what we're seeing in relation to the the data that underpin these decisions um based on this this moment in But it can certainly be written into regulation or whatever. Yeah, I don't I am resistant to adding a specific review period. Um, and again for clarification, I'm not saying we need to bring in a consultant to look at everything. I mean, this is just a time like Yeah, I think um like I'd be interested in kind of seeing in the fall when you

155come back to this topic how this is included in that presentation. Um and then I mean we are reviewing and modifying policy annually. Um I don't know. So if we felt like we needed to add a date I mean is this a question we can ask our consultants still this is another best practice sorry uh I mean I don't to your point I don't agree we need to say every 10 years we have to do this and make everybody suffer through it or spend the resources and right we'd all lose our hair a lot quicker. Uh so but maybe our consultant has a best practice they can share. I do like your idea of I think we automatically do it to your extent. We're reviewing it every year when we're looking at uh enrollment projections.

156So, yeah, and the consultant is actually going to be involved with our annual enrollment projections going forward because that's a separate engagement, but because of the housing development piece that's so significant in this, our enrollment projections up to this point have been done by me using linear linear regression models, they've worked fairly well. But when you have the the type of movement going on and you need like more of a geoloccated element to that work, we don't have that those tools and that software. So um they will that we will be part of just helping with providing the enrollment projections and so that we can naturally also you know it's not like we lose access to them because we'll be talking with them in that work. I have to provide them the updates from the

157folks that we're in communication with about the more significant housing developments. All right. Thank you. Um our next item is schoolboard member committee reports which can be found in ESB. And we'll move on to our second opportunity uh for comments from members of the community. There's anybody in the media center who would like to speak, please approach the microphone, say your name, and limit your comments to three minutes. Diana Bryant, Charlottesville resident. A couple of notes. I'm tired of wasting time. Uh, and I'm not amused by the political theater that has taken place this evening. This notion that you aren't ready to vote or weren't ready to vote and make a decision is very aligned and on brand with some of the failures of this board. There feels like there's a lack of transparency because

158the talking points from several of you during these meetings do not match your votes when it came time to make a decision. The math isn't mathing so to speak. Thank you, Miss Torres, for your vote. Um, so as a result, the vote was rushed after multiple tied votes. Now, my notes on processes and procedures. You cannot expect partners and city employees to continue wasting time with you and engaging on matters that you plan to have no backbone or firm stance on. The idea that you haven't heard enough voices every time you're asked to make decisions, which is, I should note, what you're elected to do, is interesting, especially considering the fact that there are always opportunities to engage with the public. And I don't see these opportunities being taken advantage of by everyone on the

159board. So, what does she mean? Someone will ask, I'm sure, and I'll share. I attended the Black Joy event at Barker upper elementary school earlier this month and not a single CCS employee CCS central office employee rather um attended. Dr. Gurley said he couldn't make it. He had a engagement. Miss Brent said she couldn't make it. She had another meeting. But no one from central office including the people who are tasked with community engagement were there. Um and I think it sends a clear message. It's not just about attending events. It's about engaging with the families and the students who matter in our community. So, if you say you're not ready to make a decision because you don't have enough information, you haven't spoken to enough black and brown families, well, I would say that

160would be a perfect opportunity to do so. We keep alluding to not seeing certain demographics in the room. Well, the cafeteria was at capacity. All chairs were filled. It was a beautiful and diverse event with many black families, parents having dinner with their children, and there was so much joy and y'all missed out. So, kudos to Miss Howard and the Walker staff for putting on such a great event. I'll end by saying this. If you care for the voices that we aren't hearing or the people who aren't in the room, maybe make a better effort to meet them where they are. be more strategic in engaging with community outside of these meetings or designated public comment sessions that you have for the budget or for resoning. Your vote tonight proved that you don't actually care

161to listen to all, but at least we have dropped the facade and a lot of things have been exposed tonight. So to the people who are watching online, I just hope that you pay attention because November will be here soon enough. Thank you. All right. Anybody in the Zoom room wishing to speak? Okay. Um, we'll move on to board member comments. Miss. No. Mr. Meyer. Yeah. Uh, I'd like to clarify and I wasn't as articulate as I wanted to be around I think the bonus question. I do think we have I come at this from a perspective that I don't always think management needs bonuses especially if they're already highly compensated and that we can allocate our resources maybe particularly. So I think a lot of my question was around trying to understand what the

162legislators were and again trying to define there and you know do we want to actually spend that extra 20 25,000 $30,000 or or more on bonuses who I think on people who are already highly compensated um and are we're not having a problem uh retaining uh next topic communication I do think uh we want to think about and this is I think a relatively benign period at the moment uh in regards to uh the challenges we're going to face around SOQS in the fall in the in the winter and having a little bit more robust proactive communication now around our successes for the schools uh and outreach I think more politically by the schoolboard members but addition by the administration been I guess seeing a lot of things in the press and certain press that

163unfortunately I don't think paint a clear picture necessarily or a fair picture of our what's going on in our schools and I think we need to do a better job of trying to proactively shape that. Uh and I hope we have a conversation about that maybe at our advance here soon. Uh I want to thank all the staff uh I think especially not only the administration but our teachers and uh leadership in the CA for working on the collective bargaining. Uh you know it's always to me a little anticlimatic when these things get voted on. Uh I know we had a nice picture here but I think that I hope everyone understands and Miss Torres and I think some of the other board members here Miss uh Douly also you know you started working on

164this and excuse me Mr. course also you took the vote a number of years ago to start that process and uh you've seen it through now and congratulations to you all but again thank to everybody who did that uh I think as Miss Gillicanin mentioned it is historic and I hope everybody looks back at it as the right decision also um finally and I want to the recognitions we had at the start today I think made me think about the the small grants that were received by a bunch of our staff. But um you know we did not I think we need to think about board a lot more about our endowments and the foundations out there and who's supporting us and is there a coherent kind of strategy around that uh and is it

165efficient too so as much you know there's all these different foundations that work with us some of them more directly some we sit on boards I'm thinking about Charlottesville scholarship program too that Dom and I sit on and are those being run in an efficient manner and maximizing the benefits to our district and our students. Uh and so I I would like us to somehow maybe do a little bit of work on understanding all those and evaluating if they're again doing the most that they can for our district. Thank you. Thank you. want to highlight for my colleagues and students specifically that may be listening. I'm excited. Miss Erlick and I have been hard at work um at the high school making sure that we are finding avenues to elevate student voice in particular. And

166so um wanted to share that um Harper and I along with Mr. Rod and Dr. alone have done some really great work developing uh survey for students to point them in the direction of the board agenda what's on the board what's upcoming what's happening and giving them the opportunity to offer feedback um and to ensure that Harper gets that feedback and can touch base with folks and then harness information. I think the most positive feedback we've heard thus far is the rice bowls uh at the cafeteria and that was directly related to student voice and how the students um were able to come together and share their experiences and make some really positive change there. So just sharing um that exciting work and also working with Harper, Mr. Rod again, Dr. Malone, Dr. OD will

167be in on this one as well. Um, choosing our next student school board representatives for next year. And that application will be coming soon. So, April 21st through May 2nd is the application window for students to apply. The application will be sent out to students and then um the SCA committee will review those applicants, narrow it down to a pool. There'll be a group chat interview that happens at that point and then an announcement of selected representatives hopefully by the week of May 19th and then Dr. OD looking to present those students at our June 5th meeting. So, I am excited about the work that's being done there and look forward to bringing those candidates to the group here in June. So, thank you so much. Thank you. Um, I just needed a little clarification

168on the attendance officer. Um, who would they report to? Did I miss that? Okay. And then this position is going to oversee all city schools or just high school. Okay, thank you. I just was curious about that. And then I do want to say that I was not expecting to vote um on the SRO's today and um just a little disappointed on the outcome, especially since Miss Cooper wasn't here. So, um, with that being said, I am excited to see um how everything will turn out in in that area, but I was definitely a little disappointed about that. Thank you, Miss Torres. Yeah. Um, just wanted to wish you guys have spring break right next week, right? Um, wanted to wish everybody a happy spring break. Um, so I hope you stay happy and healthy

169and enjoy your your break. Um, and I think that's it. Thank you. Thank you, Dr. Gurley. I just want uh just give a shout out to Miss um Horn's class. I enjoyed um as with many things um double and triple books. Um but I did get to enjoy about 40 minutes that I was with our students um and just really elevating students voice and and really um informing our work. Um I was very impressed with our students on yesterday at the career fair. Shout out to um Miss Hilts and just how our students were engaging with potential employers. Um and then lastly um I must give a shout out to the fourth graders over at Trailblazer. Um, I got to read the legend of tic-tac-toe this morning and we had an ultimate game of um,

170tic-tac-toe. I'm sorry I'm saying tic-tac-toe. Um, rock paper scissor. Uh, we had an ultimate game of rock paper scissor um, this morning um, after I read the book of Legend of Rock paper scissor. Um, and so just Thank you, Miss Swift. Okay. Um, we have a little bit of a break from each other, guys. Our next meeting um are actually our um schoolboard visits to schools uh during the week of April 14th. Um and then we will be back in May uh for our May 1st meeting since today is in fact our April meeting. Um so with that um we are adjourned.