001Good evening everyone. I call this meeting to order at 6 PM on September 18th, 2025. We have a quorum present. I'd like to proceed. The next item on the agenda is close session. Do we have a motion to enter close session? In accordance with 2.2-3711 2-3711 of the code of Virginia. I move that the Franklin City School Board enter into a close session to discuss and evaluate matters related to a non-resident student, governor's school tuition, new hires, supplemental employment, promotions, attendance, investigation, close session infraction, and resignations, terminations pursuant to Virginia Code section 2.2-3711 alpha 1 and two. >> Do we have a second? >> Second. For now on I am going to ask that everyone votes individually because when I am asking if all in favor say I. Not everyone is saying I. So Kent
002Grant >> I. >> Landa Parker >> I. >> Reed Harris >> I. >> Christina Boone I. >> Bob Reed. >> Bob Holt I. >> Bob Holt >> I. >> Wadia Bailey. >> I. >> Any oppose? Any abstensions? We are now in close session. Close session has concluded. We are now returning to open session. I would like to entertain a motion to come out of close session. I move that the school board having been in close session pursuant to a proper motion come out of close session. >> Second, >> Kate Grant. >> I >> Londa Parker >> I >> Reed Harrison >> I >> Christina Boon I Bob Holt >> I >> Wadia Bailey >> I Certification from the board. Do we have a motion for certification? >> Oh, sorry. Do we have an approval of
003the agenda? >> I move to approve the agenda. >> I second it. >> Ken Grant. >> I. >> Landa Parker. >> I. >> Bob. Reed Harrison >> I. >> Christina Boon I. Bob Holt >> I. >> Wadia Bailey >> I. >> Do we have a motion for certification? >> Where is the Franklin City School Board has convened a closed meeting on this date pursuant to an affirmative recorded vote in accordance with the provisions of the Virginia Freedom of Information Act. And whereas section 2.2-3712 2-3712 Delta of the Code of Virginia requires a certification by this school board. That such closed meeting was conducted in conformity with Virginia law. And now therefore, be it resolved that the Franklin City School Board hereby certifies that to the best of each member's knowledge, one, only public business matters
004lawfully exempted by Virginia law were discussed in the closed meeting to which this certification applies. and two only such public business matters as were identified in the motion convening the closed meeting were heard discussed or considered. Second >> King Grant. >> I >> Landa Parker. >> I >> Reed Harrison. >> Hi. >> Christina Boon. I >> Bob Holt. >> I >> Wadia By >> I. Can we stand for the pledge of allegiance? I pledge allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Miss Davis, roll call. Motion session. >> Motion from close session. >> Madam chair, we have three motions from close session. Uh first the uh governor school $250 per student increase in tuition.
005We recommend approval for the 20 2526 year >> 26 27 >> 2526 >> 26 27 >> Do we have a second? >> I second. >> Kent Grant >> I. Shondaanda Parker. >> Hi. >> Keith Reed Harrison. >> Hi. >> Christina Boon. >> I Bob Holt. >> Hi. >> Wadia Belly. >> Hi. and Parker seconded. >> Madame chair, also I move that we approve a personnel agenda omitting item 21 and 22. >> Do we have a second? >> Second. >> Kent Grant. I >> Landa Parker. >> I >> Reed Harrison. >> Hi. >> I Bob Hul. >> I >> Wadia Belly. >> I >> Madam Chair. And the last motion, I move that we deny resident non-resident student application as presented. >> Do we have a second? >> Second. >> Ken Grant. >> I. >> Landa
006Parker. I >> Reed Harrison. >> Hi. >> I Bob Holt. >> I >> Wadia Belly. >> I >> superintendent report. >> Roll call. >> Oh, now it's roll call. >> Harrison >> here. >> Mr. Grant >> here. >> Mer >> here. >> Mr. Hall >> here. >> Mrs. Bailey >> here. here. >> Okay. 4.1 and 4.2 to our first reading minutes for our regular meeting on August 21st and our work session meeting on September 1st. They will be voted on our next meeting 4.3 and 4.5. The second meeting school board reorganization and regular session meeting minute meet minutes for July 17, 2025. the schoolboard parent and family engagement policy. Are there any objections to these minutes being approved? engagement. >> So I can move to accept those. >> Correct. >> 4.4 and 4.5. I so
007move. >> Do we have a second? >> Yep. A second. >> Kent Grant. >> I >> Desanda Parker. I >> Keith Reed Harrison. >> Hi. >> I Bob Holt. >> I >> Wadia Belly. >> I seventh. >> Do we have a motion to approve these minutes? I'm approve a motion that we approve minutes for August 7th, 2025. >> Do we have a second? >> I second. >> Kent Grant >> I. >> Lashondaanda Parker >> I Reed Harris >> at state >> Bob Holt >> I >> Wadia Bailey >> I. And now we have the superintendent report. >> Miss Boon, school board, and those assembled here. Good evening. >> Hello. So, before I get started on my slides, I wanted to um mention that I had a very productive and encouraging meeting with the city's new
008finance director that was just hired. Um he uh really understood our financial position and the challenges that we're facing and um I was pleased with how quickly he could grasp that. Um, for instance, we had been having trouble getting our fiscal year 25 budget amendments u presented to city council so they could be approved and recorded in our books. He understood the impact that that can have on a school district and he's put a sense of urgency behind getting those to city council um for consideration. So um I believe that u we are aligned on our next steps and I think this um is a foundation for a good collaboration moving forward. Um I also wanted to give a quick audit update. Um our audit uh for the school activity funds is complete and there
009were no significant concerns noted. Um, as far as the division audit, we are currently gathering the requested items for their visit on October 2nd and I will be working with the new city finance director to obtain all of the items that um our auditors will need from the city's financials. >> Quick question, what is in the school activity fund? How is that different than other funds? Um we uh practice school-based budgeting meaning that we twice a year give the schools an allocation of funding um that they can use for instructional materials and supplies etc. And um they are held accountable for that allocation of funds and that is different from the central office controlled purchase order setup so that school would have their own purchase orders and for those funds. >> Thank you. >> This
010is where we start our um August with our general fund. Um two months gone by means 16% of the year has gone by. and we have collected 15% of our general fund revenues and we have expended 14% of our uh expenditures for the year. I believe I mentioned last month we had some initial startup costs that uh we had to incur to prepare for the school year. Next slide. Okay. Next we have the two self- sustaining accounts that we have. They are also separate bank accounts from the operations. Uh in addition to the numbers here, we will have a carry forward from year 25 of any remaining funds left over. So we haven't spent anything this year so far on textbooks. And for nutrition, we've collected 21% of our expected revenues and we spent 7%
011of our expected expenditures. for federal grants. Most of these are reimbursement based, which means once an acceptable grant expenditure has been made, we can then file for reimbursement from the federal government. So the budget for this is just a placeholder. It represents new fiscal year 26 grant allocations that are not known at this time. And secondly, we will have um an allocation of the existing grant balances at the year end of 25. Of course, once the city's 24 audit is done and the they agreed to bring forward our 25 balances so that we can bring those forward into and this is where that leaves our overall total. Questions on that? uh you keep stating bring our um I guess our 2025 uh balances forward. Uh to my recollection, weren't we in the red and that
012>> um that I'll go over that on the next slide here. Um this is where we are at the end of August um with our cash position. Um the um expenditures are for our front-loaded so we can start the school year. So we are at a deficit of 477,000 as of the end of August. Um we have put into place daily monitoring of the cash flow and um I'm communicating with the treasurer um at least weekly to confirm those numbers that they tie to our figures. And the next slide. So I went back and looked at the last four years and as of August year to date on those years uh we have always been in a deficit. Um that would be typical because um our state funding starts off slower. we get um our
013uh lottery funded portions of our state money starting with January 15th. And if we continue to have an uptick in our average daily membership, we would get another bump in funding in May and June. Um so the city treasurer asked me, "Okay, so when are we going to come out of this deficit that we're currently in?" and we agreed that it appears based on historical data that we typically come out in November or December time frame. Um, but I do want to um emphasize that a lot of our funding doesn't start until July. So once we had to take care of all of the students that we currently serve, but our funding will catch up uh throughout this year. So to answer the question, um fiscal year 25 um we were in a deficit not
014counting our beginning balance of 3.8 million. So once our 25 audit is complete and the city's 25 audit is complete, we will have a final figure as to whether or not we were in a deficit and what the impact on our fund balance would be. >> Just another quick question. Uh, you said we were in the deficit >> there. >> Uh, you said we were in the deficit the past couple of school year since 2021 uh going into the new school year. But was that deficit these other years caused over because of overspending or were there other reasons that we were in a deficit? The year 24 I can speak to because we had roof expenditures and HVAC expenditures at the uh elementary school and other unexpected expenditures that we had to cover whereas we
015were expecting other forms of reimbursement for those items. So, um I would say August 24 is an outlier because those expenditures will not uh recur. So, the answer is no. We weren't there uh except for 2020. Well, well, really 2020. You're saying the other one, two, three, four were because we had over spent during the school year and just that 2024 was the only one because of the uh expenditures for the roof. That's the reason we were in the deficit. >> Yes, sir. >> Okay. Next slide, please. So, now I'll go over the uh vouchers for August. >> Sure. So let me help understand this a little bit more. So we always are showing a deficit in August. That's a common trend. We expect that deficit as payments start to come in like you said
016November, December. Usually we catch up. Do we have endofear balances that would show us that? Like January 15th when you say most everything's caught up. Do we have anything that would show in the past where we started in August and then where we ended in December or January? >> I have that data. I don't have it with me today. >> Okay. Because that would something I'd like to see because that would help me see say, okay, yeah, we've got a trend. We're in deficit, but by November, December, we're not overspending. We're actually hopefully in the black at that point. >> Yes. >> So, if we could get that, that would be great. >> And our records agree with the treasurer's records. Um, so we were the treasurer and I were sort of in agreement that
017that was the trend. So, I will get that data out to the school board. >> Thank you. >> Okay. So, the vouchers, the first page is our cafeteria vouchers. Um, it's a little bit low because u we haven't started um paying the September invoices yet. Next slide, please. This begins the general fund expenditures. and I will entertain any questions on these as we go through them. Okay. So again, big numbers. Franklin High School. What were those funds for? It says general fund. It was a Is this preparation for 26? What were those two big? >> This is the school-based budgeting I referenced earlier. Um so twice a year we give the schools an allocation. Uh the high school is larger because they have sports and um CTE programs to run. Uh whereas at the um
018elementary school it will be more like instructional materials and supplies. So that's why their allocation is lower. >> We have two for the high school. >> Yes. One is for um refs and security and the other one is for instructional. >> Okay. the JP King Career and Technical Academy, that allocation, what is that for? Because it doesn't seem like it's much going on over there. Actually, once we paid that 17,000 to JPK, we realized that the um building trades probably should have gone to the high school. So, um we're transferring that to the high school. >> So, nothing was done with that money. It's just the whole amount is going to get transferred to the high school. >> Not the whole amount. No. um because the the um CTE courses will require some instructional materials
019and supplies. So, what's the breakdown of that number? How much actually went to the CTE? How much went to the high school? What did the high school do with the money? Because they had another the other two allocations Reed just mentioned is there. So, why do they need this one? And what is it going to be used for? >> Well, it'll be used for CTE instructional materials and supplies. Um, I don't have the exactly how much of that 17,000 we moved to the high school, but I can get that data for you. >> Okay, that'd be good to have. Okay, one of the um Could you go back to the other screen? one uh on 87 the amount to Lowe's on this particular day is very high mo it's much higher than the other ones
020>> I'm sorry could you repeat the question >> on 87 2025 one of the Lowe's receipts >> are about I can cover it are about >> yeah seven times as much higher than the other ones was there a specific project that was going on with that and what it what was it >> yes ma'am Um, it was refurbishment of the teachers lounge at the high school. Okay. All right. The reason truest is listed as the vendor name is because these are payments on our credit card statements. >> What's the vast conference and who goes to that? >> The vast conference I want to say that is a Virginia Association of School Superintendent and So I would imagine superintendent attended. >> Yes, it's it's it's a part of my contract that I attend three conferences a
021year for professional development. >> Was it just you who attended, Dr. Carter? >> Yes, ma'am. >> Okay. No extra family. >> Not this time. the two last two lodging. Um, one was for um the DCJS training that went along with accepting the grants and the other one was for um handle with care training that several people went to. >> So the DCJS was trained at our security officers. >> Thank you. >> All right, next slide. Okay, that is all of our general fund. The next slide will start into our grant funded expenditures. >> Again, I'm going to ask 48,000. >> What's the energy management contract? What's that? Um in 2013 um the management contracted with an energy management company and the theory was that if we invested in this energy management energy saving equipment that
022that would save on our electricity bill. So every quarter we have this payment um to truest uh to cover the that contract. >> Okay. So it was a loan we took out basically. Is it like a a loan that we got through Truis and then that's just a payment for that energy? What what >> I mean it's we don't have solar on the roof. So what is that actually going to? >> I mean is it a just it's a management? Is it actually the electrical bill? How does that go? and those payments have since 2013 >> each quarter. So we will complete the payment for that project. >> What is the project? I guess what we're asking though is what is it actually how is it actually benefiting uh the school division? I mean what
023is it actually doing for the school division? >> So I was I'm energy saving programs my experience in my prior division and here in that they sound really really good but I I have not realized the cost savings with these programs and again That was a decision that was made several years ago. So, it's definitely something to consider before we enter into an agreement like that. >> Can we pull the contract and see what exactly we're paying for? What are they doing? Are they living up to it? Can we get out of it? Can we bring that back to the table and review it? >> I will pull that information, but I believe that this is work that has already been completed. That's typically how these agreements are arranged, but I'll I'll pull that information.
024>> Just a little Can >> I've also seen notes from my predecessor indicating where they had contacted legal counsel regarding whether or not they could get out of the agreement or whether it was actually saving us money on our electricity. And um it I didn't see a resolution to that. So, inside of that contract, would it would it actually state what it is, what is done, or >> it's a lease of of energy saving equipment that they installed on the buildings under the theory that it would save us on our utilities. >> Okay. But that's just like homeowners adding in low E windows because they think that it's going to save energy. So, is that part of what is in our schools? >> I'll see what was >> Okay. Okay. Thank you. >> Thank you.
025>> You said it's a quarterly figure. What was the what was the yearly figure we paid last year? >> It would be average. >> Um it would be about 47,000 time 4. >> 47,000* 4. And we've been doing this since 2013 and we'll continue to 229. >> Yes, ma'am. Okay. >> Yeah, I'd love to see that actually. I mean, I just know in teaching in the schools they had these monitors, you know, so the kids can turn the things up. I'm sure that was probably something like that. Guess what? None of them work. None of them are being used. So again, it's it's a waste of whatever we were paying on it. So >> Okay. >> Right. The next slide starts the um grant expenditures. Um we had some expenditures to that were paid for
026by our Perkins grant to set up the cosmetology and barbering area. That was things like um um timer cabinets, disinfectant, haird dryer, chairs, >> um tables, and all was all funded by Perkins. Wait, can you go to the slide before that? Because it said resurfacing a gym floor. Was that done in the elementary school or the high school? >> The high school. >> It was on the high school. >> In the high school. Okay. >> And Dr. Walter's presentation, he's included um photographs of that and a description of the actual coating that we put on it. >> Okay. >> And one last slide. the all-in tutoring services. Dr. Carter, the 11,000. Um, does that have something to do with the tutoring in SP Morton? What is that? >> Yeah, that was part of our uh
027school improvement grant. >> Okay. >> And so that is expiring. And anything I left out, Miss Tomkins? Okay. >> Okay. Thank you. >> Okay. If there's no other questions, um I am bringing forth a draft of a proposed policy addition. I believe that we need um to formalize our pro policies and processes and procedures around collecting cash at sporting events. This would be a supplement to our existing policy on cash collections. And the main takeaway would be that if cash comes in, two employees count it together and both employees sign the receipt so that accountability gets established. So, this is just a first read. So, I'll be asking next school board meeting for a vote. >> Can you go back to the first page? >> Whoa. >> Just a quick question. Is uh this a
028part of the new cashless system? Meaning, I guess they're going to pay going through the opening gate, but everything else is cashless. >> Yes. Yes, >> that's my understanding. >> Okay. So, this is a first this is a first reading. This is a first draft. But with also this being done, it is also going to be publicized throughout the community. >> It's going to be on my square and it's going to be re reiterated multiple times. And the reason why I'm saying that is because we have children that are dropped off at these games and mommy does not give the cash app card. Mommy does not give a credit card. Mommy gives the child $5. Mommy gives the child $10. I've seen children with $20. So, this is something that we really need to advertise
029for our children that are coming to these games. >> Well, we need to Oh, sorry. >> No, it's okay because I've said it multiple times where once again, our children get dropped off at these games without parents. No parents. The children are under 10, under 11, under 12. Yes, ma'am. I've been at this gate and these children are dropped off and mommy gives them money and we're telling these children that we cannot feed them during these games because they have cash. >> And why are we going to stop taking cash? We've been taking cash all these years. >> I'm sure we would make provisions for people that were there and only had cash. Are we? Because one minute because sometimes we say one thing and do something else and it's not you >> but we
030need to keep that in mind. We've collecting cash all this time. >> Yes ma'am. >> So to actually say completely cashless I think that's a bit much to push right now. >> Dr. Ricks is going to go into greater detail. Um the presentation is coming up >> up next. >> Yep. >> Okay. Okay. Okay. Okay. >> So, we are going to have inventory taken before each game at the concession stand and everything so we can Dr. Okay, Dr. Ricks, I'll wait. I'll wait >> because I had questions about that, too. >> Concessions are ran by the boosters. >> Yes. That's right. >> Just quickly, if we are going to that cashless system, where would cash be taken? >> I mean, because tickets and all of that are going to be ordered online, where is cash
031going to be taken that we need? >> Dr. Rick is gonna >> I have to defer to Dr. Ricks. >> Yeah, all those questions to us. >> Any other questions? >> No, ma'am. >> Thank you. Good evening, Madame Chair. >> Good evening, >> members of the board, Dr. Carter, citizens. Tonight I'm going to present our September 2025 staffing update. I'm going to focus on retention from last year, staffing, lensure, recruitment, um, and how we are addressing critical shortages and supporting our staff. So, as you can see, this is our retention rate from last year. At SP Morton, we had a 71% retention rate. 11 teacher 11 teachers resigned and were retired. That was four more than we anticipated. At JPK, there were no teacher resignations. At Franklin High School, we had a 78% retention rate
032where eight teachers resigned. That is six more than those that stated they were going to return. The overall teacher retention rate was 74%. Um, as you remember when we did the intent to return, it was it was stated that 91% would return and the overall staff retention rate is 88% where it stayed at 95% during that survey. Next slide, please. to put this in context. So the national retention um rate for um baselines for all schools nationally is about 12 to 16% nationally. The turnover rate is about 12 to 16% um nationally for title one schools that's 25 to 30% um annually. So when it comes to title one schools, so you're going to see about an average of 25 to 30% of your teachers leave um each year. When you add turnaround to title
033one, then you're going to see higher turnaround rates. You're going to see 30 to 50% and sometimes higher depending on how the district or the state mandates you have to replace staff. So again, title one and in turnaround, the average turnover rate is 30 to 40%. Um, and we were at around 26% um for the division. Next slide, please. >> Could you help me understand what the what's turnaround? So a turnaround is when um you have schools that are in school improvement. So that's schools that have school improvement grants and they're trying to turn their school around because of low performance. So that's turnaround. Okay, next slide please. So um I want to make certain so that there is no confusion as I present. I want to standardize some key terms. When I say that
034someone has a valid license, I'm talking about someone that has a renewable license, a provisional license, a locally restricted license, a one-year um local license, and an I teach license. All licenses are issued in accordance with VDOE regulations. When I say reciprocity, that is a teacher that already holds a license, a valid license in another state. They have moved here and we are seeking their license through uh reciprocal uh recognition. If I say we have an I teach associate associate teacher or I'm talking about I teach that is a career switcher that holds a bachelor's degree. They're working towards become fully licensed while receiving structured support through the I teach career switcher program. When you're online and you see there's a general application posting that means there is definitely a current vacancy that needs to
035be immediately filled. If you see applicant pool that means I have posted something there is no current vacancy. However, we are collecting a pool of candidates um for future openings. Next slide, please. So, for 2526, here is our vacancy report. We currently have seven teacher vacancies. There are 40 total positions, teacher positions at SP Morton, and we have three vacancies. At JP King, there are a total of 10 teacher positions and we have one vacancy. at the high school, 39 available positions and three vacancies. So that's an overall vacancy rate of 7.5%. And this is the lensure status of our teachers that are currently in place. And as you can see, SP Morton, JPK, Franklin High School, and the career um the clear choice program. So you have 62 teachers out of the 86 that
036we have hired that have a current valid license or industry credential to teach their course. We have seven teachers that are um I teach associate teachers or that are working toward lensures. And then we have 13 lure packets that are still pending. I know at the community um event it was like 17, but we've had some lensures come in since then. Next slide, please. So, this is our highest. Oh, >> sorry. >> Okay. Go back. >> Go back. Go back. Okay. We had a discussion. >> Mhm. >> When you sit there and you tell me that there are 40 licensed teachers, well, 37. And out of the 37, 28 have licenses. >> So, we look at SP Morton. So, there are 37 teachers that are hired right now. and 28 of them have a valid
037license. >> Okay. So, is that that's not including the substitutes or the TAs? >> That is not including substitutes or TAs. No, ma'am. >> Thank you. I needed that clarification. >> No, ma'am. They have a actual valid license from VDOE. >> And I thank you for the term and the definitions also. It gave clarity to me. Thank you. >> You're welcome. Next. >> But looking at SP Morton, can we go back? Mhm. >> Based off of that line, you're saying that you don't have any permanent subs at SP Warren. >> That is not what I said. So there are 40 >> Mhm. >> available positions. There are three vacancies. Okay. So that means we have 37 teachers that are hired. Okay. So there are three vacancies and I'll get into the permanent subs in the
038next slide. So there are three well there are two right now. >> Okay. So our hiring staff by department. So there are no vacancies at the moment for the departments. Um below you will always see um the custody department. We are always hiring for subs and the applicant pool is always posted. Same for substitute teacher assistants and the transportation department. Next slide. So this is the three-year staffing trend and I will present this for each school. As you can see on the far um left for the 232 24 school year um this is the end of the school year and then for the 24-25 that's the end of the school year and then the first um row is for beginning of 2425 school year. So for SP Morton, when you look at your three-year trend
039in the 20 at the end of 23 24, there were 36 of 38 teachers um in place and there were two long-term subs. At the end of the 2425 school year, there were 40 of 43 um there were 40 or 43 positions um filled, which means we had three vacancies, but we also had two long-term subs due to FMLA and then the two long-term subs due to vacancies. So, um, that was that. For this school year, um, there are 37 of 40. We have two long-term subs due to vacancies. And we do have one additional FTE in sped that's above the SOQ. So, that's why we have three vacancies right now for SP Morton for this year. >> I was going to say, Dr. M. >> So, that's the number of teachers that we can
040that we have based on our allocations. >> I love you for your acronyms. >> I know I can't FTE. >> So, full-time equivalent. So the number of teachers that we can have okay >> based on our allocations. >> Okay. >> So for this year right now as it stands of the 20 of the 37 21 have a renewable license. So that means they are fully licensed. They've met all the requirements to have a renewable license um every 10 years. We have five teachers that have a provisional license. So VO East has given them three years to get their provisional license. We have two teachers that are on a local license and we have six pending packets and then we have three that's that are in the I teach program at this moment. Next slide please.
041JPK is a little different because JPK started out as the middle school in the 2324. >> So they had 12 of 15. So they had three vacancies at the end of 2324. Um and then you can see they had three teachers that had a renewable license and six that had a provisional license. Um for the 2425 there were seven of eight um and with one vacancy at the end of the school year and then for the there and then for the 25 26 the total number of teachers were if we have nine teachers um eight have renewable license and one is working towards lure. Next slide please. for the high school. At the end of the 22 at the end of the 23 24 school year, there were 33 there were 32 out of 32
042teachers there. Um 23 of them had a renewable license. Eight of them had a provisional license. At the end of the 2425 school year, there were 36 out of 37 teachers. There were three long-term sub that ended at the end of the school year due to FMLAS. And then there was one long-term sub because we had a person that went on FMLA and then that person resigned. >> So the beginning of the 2425 school year, we're looking at we have 36 out of 39 teachers. So we have like a one.5 math vacancy and a.5 science because that one vacancy is half math and half science. So that's what that that's what that is. So right now we have 20 teachers there with a renewable license. Five have a provisional license. one has a local license.
043Um, seven, we're waiting on seven packets and then we have three who working towards lure. Next slide, please. >> Just real quick, what's the difference between your I teach and your provisional? Are they doing the same thing? I mean, they're both kind of >> they are doing the same thing, but the paths are different. So, if you go to the traditional provisional license, you get three years. If you go the I teach provisional license, there's a whole program that you have to complete and then there are markers that you have to um make for the program. >> And is it not a shorter um is it not a shorter um >> They have a year for it, but it can be extended twice. >> Okay. >> So, if you if you're in the IT program,
044you're only going to get a one-year provisional license because they want you to get that done within your first year. Mhm. >> So I want to talk to everyone about what VDOE's definition of a filled or a vacant position. VDOE defines a position as filled only when a licensed staff is in that position. It can be a fully licensed staff. It can be a provisionally licensed staff. It can be a local license. But it's they define field as a person with an already VDOE license. So at the start of the school year, we had to report to VDOE anyone that was awaiting lure awaiting the lure decision, still working on their license or any vacant positions as vacant. Okay. So, with that being said, when I did my report for the first day of school,
045we had to report 28% of our teaching staff as vacant because of the their definition of a field position. This year, we have submitted our packets early and so we are able to address any deficiencies quickly and once those lensure packages are processed, our vacancy rate will decrease tremendously. Any questions about that? All right, next slide, please. So, how is VDOE addressing the critical shortage? So, if you look at the code of Virginia, VDOE has implemented temporarily employed teacher. They're allowing until July of 2020, June of 2027 for divisions to hire temporarily employed teachers as a substitute for contracted for a teacher that is out or for a vacancy. Video E defines a temporarily employed teacher as a person that is 18 years of age and shall hold a high school diploma or have passed
046a high school equivalency examination approved by the board. Thank goodness we are not there. Okay, we do have two long-term subs at the elementary school. However, both of them have met the definition of a highly qual a highly qualified teacher assistant. At the high school, we have a blended learning we have a blended learning approach for our physics class and three geometry students that will not be taking the SOS and they're supported by a licensed teacher and curriculum specialist. question. >> Yes, ma'am. >> Two long-term subs meet the Title One definition of highly qualified. What is that? >> So, the definition of highly qualified is a individual that has at a minimum 48 credit hours or has passed the PowerPoint examination, >> but not to be confused with the um the term that VDOE has
047given of a temporarily employed teacher, >> not to be confused. So for divisions that are having a really serious issue with getting their students in, this is what VTOE has approved for divisions to actually employ a highly quality highly qualified teacher 18 years of age, high school diploma, or have passed a high school equivalency examination approved by the board. >> So that is a substitute. >> That's like a Yeah, that's a substitute. >> And then the long-term sub is the title one definition of highly qualified. So, no. So, that's not the definition. So, we have two long-term subs. We didn't just go out and get someone that has a high school diploma. They meet definition of highly qualified. They have passed the parapro examination >> and they also had um so one person, she had
048two years of long-term sub experience and another one had a half a year of long-term sub experience. >> And we have their evaluations and everything that states this. >> We have their tests. have their test scores. >> Okay. >> I have another question, Dr. Miner, >> because I'm feeling like molasses in the winter time slow. So, >> all right. So, we shall hold a high school diploma or have passed a high school equivalency examination approved by the board. That last part, what exactly is that? If it's not a high school diploma, what are we what are we talking about? So based on VDOE, okay. What if the board has approved a high school discivalency exam like the GED for students to graduate, as long as they hold one or the other, they can be a
049temporarily employed teacher. >> Okay. Thank you. >> Next slide, please. I have added the code of Virginia here for your reference um so that you can go and read the um code of Virginia in this legislation in its entirety. Next slide please. So here are the other VDOE initiatives and what they're doing to help divisions with a critical teacher shortage. VideoE is now allowing divisions to receive one-year local licenses for 5% of their FTE. For us, that's four. So, let's just say a school division had 100 100 teachers. Then they could have five locally licensed teachers. In order to get a local license, you would need to at least have a bachelor's degree um and the support of the school division to actually teach in that division. And it's their one-year license. video is also
050offering grants up to 10,000 to support teachers completing I teach. They're offering um grants for certain STEM positions that division still had open after July 1st. So for the that math and that science position, if we have someone that we hire between July 1st and there's a date in November, then they qualify for a um grant. And they're also offering various recruitment lensure support and grow your own offered grants through VDOE. Next, >> are we offering any of these to our current long-term subs or any of that? Do any of them find this interesting to actually go into >> other teachers, right? >> Yes, we are. So, we have offered the grants to our so the up so the $10,000 I teach grant. So those are teachers that pay for the I teach themselves. So
051we have offered that to them as well. >> We have I do career plans with our substitutes. I started that last year to try and see like what are your your long-term goals when it comes to education. So we did get two of our long-term two of our subs to take the parapro this year over the summer and one did last week in order to become highly qualified. So we are working with them and we are using the grants for that purpose. >> Okay. >> Next slide please. So for us, here's what we're doing when it comes to instructional support. So we collapsed positions at grades five. We're at grades three, grades five, and grade six. And then we added a teacher assistant to um those grade levels. We increased class sizes in grades seven
052and eight, math and English, and added teacher support, teacher assistance to support those grade levels. The why is we want to ensure students are taught by licensed teachers. When we looked at the data, we noticed that you would have classrooms of 12 and 13 and 14, but then you will have a long-term sub. So, it's better I went to a meeting over the summer with VDOE and they said, you know, just explain it's better to have 22 or 23 or 24 in a classroom with a licensed teacher as opposed to having 12 and 13 with long-term stuff. So, that's why we increase those class sizes. And of course, go ahead. >> So is that our class sizes then for these increased class sizes in 7A? What how big? >> So they're like 24 25 and
053they're they're they have teacher assistants assigned to them now. The physics and geometry as I stated before they're on adminum and they have a licensed teacher and curriculum specialist supporting them. Next slide please. So here's what we're doing to help our staff um in providing the pathways to lure. So, we fully implemented I teach at no cost to the teacher um with a three-year commitment after completion. If teachers do not stay for three years, they do sign an agreement and they they will pay the money back. And we have had one person pay back already. We do monthly check-ins for progress and support. And when we hire someone that is eligible to be an IT person, we make certain that people are on a path to lure within two weeks of hire. And anyone that
054is doing I teach, it requires prior classroom experience. So, we're not just saying, "Okay, well, you have a bachelor's degree. Come on and be an IT teacher. We are looking at people that were long-term subs that were subs that were teacher assistants." And we're placing them in IT program. And they, of course, they have to have a bachelor's degree. We're providing free online practice preparation. So, teachers get 30 days of 240 tutoring at no cost to them. If they need an additional 30 days, we provide them additional 30 days until they pass their test. And then there is on-site training and testing. We now provide certified CPR classes at a reduced rate of $40. Um, in the past, teachers would have to go to Suffuk, Chesapeake, some went to Portsouth, some went to Norfolk just
055to get their CPR certification um for their license, which it's mandated, but now we actually offer it for within Franklin City Public Schools. And the Pearson View Center is open. Um, and then starting next week, we should be able to have teachers sign up for the practice exam. Next slide, please. So, with recruitment and hiring, what did we do? So, we attend university and regional job fairs. We became a V3 employer, which stands for Virginia Values Veterans. And we have seen an uptick in veterans and their spouses applying for positions. And we actually begin filling vacancies in January. We offer we offered our first 2526 um contract in January of 2025. We improved some processes. We streamlined the hiring and vetting procedures. We transitioned to a new application platform. So now then we when we
056make a post it goes um um statewide and we implemented a trial period for some of the new graduates. We asked them to come and be substitutes for two months before committing to a contract to make certain that this is something that they actually really wanted to do and that was successful for quality assurance. Um when teachers applied and before we did an interview I requested and reviewed their evaluations. I looked at and analyzed their stu their um their school profile based on the subject that they were teaching and I even asked some of them for um their pass rates from their schools. For administrators, we reviewed um we reviewed signed evaluations because anybody can submit anything but I need signatures. So we reviewed the signed evaluations for those administrators. We reviewed observation feedback that
057they actually gave to um teachers to see how they provided feedback to their teachers. And we reviewed the VDOE data for those applicants. Next slide, please. >> Are there any questions? >> Dr. Miner, how's the trial period um going? Are you finding that? I think you said it was successful, but like are we getting a lot of people coming in for that to trying to just like this isn't for me? >> So, it really depends on when we do the interview and I'm like, I don't know. So, let's make sure that this is what you want to do. So, the two that we did, it actually worked out for them. Um and so we hired um two individuals that were um new graduates and we had them do substituting um from May through June and
058then they actually came and did some things over the summer as well and we was able to see how they interacted with the kids. We were able to see if they were going to have the classroom management because they were brand new um and they didn't go through an education program but we wanted to make certain that we put them in front of kids before committing to a contract. >> Do you know what our surrounding school divisions how they're doing? And do we have any comparison? >> Um, so when I look at the school divisions, I know that when I spoke with one neighbor, one, I don't want to put any names out there, they said they had 40 um positions available. Another division said they had 36 positions available. I had um like one
059of my friends that is a principal at the school, she had eight positions available. So, everyone has I mean it is a critical shortage and a lot of divisions are reducing their allocations as well for funding purposes. All right. Thank you. >> All right. Good evening. >> Hello. >> All right. So the my first presentation is a overview of the organizational charts that and they all have been uploaded on the website as well for the community. Um so our first one here is starts of course um with Dr. Carter and overall the team of um positions here that Dr. Carter provides evaluations for Okay. Go to the next one. All right. And and in and the assistant as you can see for the assistant superintendent of career technical education, student services, human resources and coordinators
060of grants. This is the team of um evaluations that have to take place for the team. You can see that here and you can see the breakdowns as it pertains to HR um HR director and areas of responsibility of evaluation. Um our athletic director is here as well falling under student services and you can see the responsibilities there for the athletic director also. So um you can see the truency team and also the coordinator of social service there and that's my office and everything that falls in that category. >> How are the evaluations done? Are they done twice a year or once a year when it comes to each one of these individuals that is on the screen right now? Each one of these individuals on this screen are given a self assessment the beginning
061of the year and they also are given a goals form a pre-goal meeting which I set up with each one of them based on the data for that department. So they are required to set up smart goals. That's their first initial meeting and then we go over their standards. Then they have a midyear evaluation. Okay. We we we go back and revisit the goals and we go back and see if we need to add anything else. They know they know that they're responsible for different artifacts and collecting evidence during that mid year. It's where they present their portfolio. Well, it's electronic or at times we'll give them the opportunity to bring it in in a binder in in person. And also they receive a sumitative at the end of the year and with that summative,
062we give them feedback. Some may go on an improvement plan or some may not be recommended to return. It's just depending on how that evaluation is played out. >> Okay. >> So, everyone here receives that evaluation. >> Okay. at that mid report or the mid um evaluation. Uh what are the techniques you use to try to improve those that may be lacking a little? >> Well, it I mean it depends on what the areas of lacking for the student services or HR. It may be attending a specific professional development. It may be getting a mentor or support service. It may involve a strategic plan to kind of redirect some areas of focus and what and and then it has like timelines where we you meet back with the supervisor, monitor those those gaps to see
063if there's any improvement. It just depends on what the specific area is. >> Is any of that ever documented? >> Yes, sir. Yes, sir. And then the next one is um the assistant superintendent of operations. And you can see all the areas that fall under the assistant superintendent of operations. Um you can see supervisor of maintenance, director of technology, transport, transportation supervisor, nutrition supervisor and custodial service supervisor. And you can see and a lead security. So you see how all those position they and they also receive an evaluation. And then we have our chief academic officer where you see the director of testing falls under that pos under that that position, director of exceptional education. We have a coordinator of testing and gifted and talented services, curriculum and instruction administrative assistant. And then you can
064see the curriculum specialist for all the core content falls under that as well under that position and receive those evaluations. Next one. And that's the central office. >> And all of these here are in central office. Yes. All all of these are connected to central office. Well, they may be housed at like the curriculum specialists are housed in the at the Yes. Yes. They may be housed different places, but they all fall under Miss Thompson's evaluation. >> Okay. >> And her evaluation process. All right. FHS. All right. So, here is the organizational chart for FHS. we allow the principles to um go in and and you know make the decision and and determine who will be evaluating who and how those things will be um you know those evaluation processes will be broke down and
065who's under who. So Dr. Hunter the principal submitted his evaluation his um evalu his organizational chart for the high school and this is what's in place and how each each assistant principal have a role and who they are responsible with in terms of evaluating and also you can see the dean of students and all the things that fall under the dean of students. Ask me more. Next one. CTE. Here we go. All right. And here is our CTE. All right. So with our CTE um pro program as you can see again the administrator set up the organizational chart and you can see that the programs u the programs that fall particularly under him and also he has to evaluate the programs that are CTE at the high school as well. So that's why you see
066all those programs linked to him as the CTE administrator including the JOTC programs and those are the staff that's there in terms of operations and secretary and also Dr. um Elliot who's a coordinator and supports over there as well. All right. and then SP Morton. Just scroll down a little bit. Go down. All right. And the same thing with Dr. Hill, the principal. Um, this is how she structured the organization of her of the elementary school in terms of evaluating her staff and who's responsible for what components of that. Okay. And I will also add that um we we also have an organizational chart for the clear choice program. I did not put it in the presentation but it is on the website and that was just an error. I I didn't really mean to
067leave it off but I will say that is posted on the website and Dr. Manley um has in that in the clear choice program there are um four content teachers. There are also um PE that's offered there because the students on the graduation track have to have physical education. So we have that that a part of that. We also he has an administrative assistant and we also have two programs where we run at for alternative um alternative alternative programming to suspension that's over there. So we have a elementary facilitator and we also have a high school facilitator um for that program and our coordinator of social work is a part of that lead that team over there and also one of the school counselors and that's pretty much a snapshot of our organization. No charts.
068All right. So the next one is the superintendent's parent advisory committee and again the purpose of this committee is to foster open respectful and collaborative communication between district leadership and also families. All right. So we started out with the kickoff with the parent to promote their parent advisory and that was the two events that we had in August which we had parents to come out and we gave the parents a voice to be able to share information and concerns and those were um productive meetings that we had where we gather a host of feedback and was able to answer questions for our parents. So from from that we have a total of 13 parents as you can see who signed up to specifically be a part of the superintendent's parent advisory committee. I would also
069say that we had parents to sign up for other advisory committees but the these are the parents that specifically wanted to be a part of the superintendent advisory committee and we also have only five staff members that's represented here. Definitely um one of the re with research it encourages us with parent advisory committees to have more parent participation more parent um members versus staff members. So if anything needs to be taken back to you know essential staff we will make sure the five of us will make sure that in that is that information is carried to those specific departments but this is a absolutely spot for parents that have a voice. Next slide. So we have set up the dates for the entire year. We have released um letters to those parents and we also
070including welcome packets um to submit for for those parents. And doing we'll start off kick off the first one is as you can see it's October the 14th. >> So how is that different than like a PTA? I mean what's their purpose? Is it just to give feedback? Is it to help make decisions? What's their purpose of having those? You want to speak to it, Dr. C? >> Yes. Uh Dr. the purpose is uh first of all it's a two-way flow. First I give them the strategic plan and educate them on what we are doing in the district and then the second part is more of a town hall where they will uh tell us what their priorities are, what they need and what we will do is we will find common ground and then
071with that common ground we will figure out how we can work on some initiatives roughly two to three at max and then we will work together as a community to get those initiatives out. They will act as liaison to other parents and getting that information out, bringing it back and we will just continue to work. Uh so that's the purpose. The purpose is uh getting their feedback consistently and finding common ground and moving two or three initiatives a year. >> Just a a quick question, Dr. Carter. I know that it's the superintendent's parent advisory, uh but did you ever consider making it the superintendent's parents/ community advisory committee. And the reason I say that is because I was on one of these committees with Bayside High School in Virginia Beach and we invied community members
072in as well, especially business owners that could actually help us to uh you know stimulate or to to move our children in a direction where they could get mentoring in these different businesses as well. And it doesn't that they can actually, you know, contribute to make contributions to whatever programs you have running already. >> Well, yes, that's when we have the other committees that they some have signed up for. That's like the the CTE the CTE um advisory committee. That's when they come in with businesses and the partnership. That's one that um Miss Bailey Miss Bailey is on that one. So that one that's one. Um we also have the adult literacy and um adult literacy and the GED program and one what parents can be involved in if their kids are going on that
073track. We also have special education advisory committee and we also have the at the at the each school level now um community and parent engagement committees. >> Excuse me. >> And including PTA. Can you go back to that board with the name on it? Cuz I want to address what you just asked. >> There are two names up here that do not have children in our schools that I know personally. So, just to let you know, they're part of the community if you if you guys didn't know, but there are two names up here that do not their children have graduated from our schools and I know them. So, they're a part of the community. That's not just parenting advisory committee. Just wanted to let you know. >> Yeah. >> What's the next slide? All
074right. And this is coming soon. So from this from those committees branched off the students the the superintendent student advisory council. And this is going to be very interesting because we are actually um our family engagement supporting a criteria putting certain criteria in place and we're recruiting students from upper elementary through 12th grade. So we're working on that plan now. U Mr. Creek Murr who is a fresh administr administrator over our CTE programs will be the sponsor for this particular opportunity and we will have a student a junior or a senior that's going through a criteria for going through a certain application criteria. I'm going to have a committee going to select a student a senior a junior or senior student to lead this opportunity. So more information to come in specific details once we
075finish. So would it actually be as if there's a student president secretary um when you say the advisory of the students? I'm just happy we're finally giving our students a voice. >> That's what I was about to say. >> Like yes, that's fine. >> It's more it's more of surrounding the strategic plan. >> Okay. >> So we have bullets under five areas. >> Yes. >> And we've asked the administrators, we've asked our central office. We're even going to ask our parents and now we're going to ask our students, did we meet this goal? Yes or no? And if we didn't, why? >> And they're going to come to the board four times a year. Once a quarter, you will hear from the students of whether we met are meeting a mark or not because we
076never hear from our clients, which is our students. So, we need to hear from them and we need to know what the adults are doing. And if they're not meeting the mark, they will tell us. >> Well, they definitely will. We had the um they did the mission statement for the strategic plan. They said we came up with something and they were like, "Uh, you failed. That's not it." And then they I'm not >> and they and they said we failed and then they came up with it ourselves. If you haven't seen the mission statement for Franklin, look at it. So, our students on the strategic uh planning committee actually came up with that. So, their voices, I'm really I'm really looking forward to hearing what it is that they have to say because they're
077going to be honest. >> That's it for that one. The status and my final one. Go down a little bit. All right. So, here's our flyer that's been released since the first week um of cash FHS goals cashless. So, we've been releasing these, setting them up at the Boys and Girls Club, put them out in the community. I will say that we had a very productive meeting with the boosters on September the 10th, the FHS team and the boosters and we set some parameters and put some key things in place. Also, on September the 17th, the booster team, their officers were trained with the GoFan process. So, that went well as well and they're ready to go tomorrow night. Um, far as the students with the ticket situation, we did realize that we do have
078kids that's going to come with that money. Parents are going to drop them off. We are working on strategies to have more control with that because you shouldn't just drop a five or sixyear-old or sevenyear-old off a loan. But we are working on some parameters with that as well. But in the meantime, we have one area where we will collect money at in that case that those situations happen and that will be the front gate. So there will be a they will be and if they need to get tickets to at the used at the concession stand, they will be able to get that Bronco ticket from the front gate >> and be able to use that as well. As we gradually, you know, change turning around, we understand that we needed to put that
079in place. So we worked that out with the boosters and we all agreed that's what's more important that we sat down we worked we came to agreement on how that would be done. We even with the boosters we set up monthly meetings so we can all you know view reports. One thing about goof fan is that it produces a detailed report. Um so the boosters will get there it's under Franklin High School they will get a detailed report Franklin high school would be get a detailed report. We set up monthly meetings where we will come together and meet each month and they have an agenda. we worked out what needed to be on the agenda so that you know we all could be on the same page with that of how we're tracking tracking money
080overall. Um, also I think that's pretty much a summary of it all. We we we really want to get to the place where the boosters and the culinary arts and the marketing st and the marketing students run all our concessions, but we realize that we have to build that booster team. So myself and Dr. Hunter has joined the booster. We also had six other parents who signed up. So again, we're starting the boosters and the culinary are starting with all the football games at this time. And we eventually want to remove the ad from any concessions and let it be the boosters, the culinary and the marketing. So because we want to get to a place where we where the boosters handle the banquet that they used to handle for the division, I mean for
081the sports. um also to building in scholarships for students. That that that's one of our plans. Also to continue to support the students as they go as they go to the states and other needs, uniform needs that supposed to be updated a certain amount a year and things like that. So we got to build to that level, but we have started with a product with a productive meeting this month. So I'm glad to say that and we're going to be advertising putting these flyers out every week. >> Okay. >> To keep promoting cashless. >> Thank you. Mhm. >> So, one of the one of the concerns was I know in the past some of the separate sports were kind of in charge of gathering that cash and then that was used for their individual sport.
082I know like the Christmas tournament that the basketball team had that was kind of a money maker or a a way to make money for the team and for are how's this money being distributed? Is it all going to boosters and then the boosters distribute it back to us? How does that all get figured out in the end? Well, the m the monies are not all going back to the boosters. The only thing that what the boosters are selling, that's what money are going to the boosters and Goof fan reports will be able to break that down so we'll all be able to see what what that looks like. Whatever monies is going into the athletic budget at Franklin High School, those funds will go into the athletic budget. If there are specific fundraisers that
083that sports sport groups would like to have, then that would be that approval process will go through the principal for that for that specific fundraiser. But we want to be consistent with the concessions and making sure if we get a a consistency with that, then we can easily track funding. We can track with reports and we know who's going to be working those um specific concession stands. Well, and just so you know, most all other schools are doing this. >> Yes. >> I've been to multiple wrestling tournaments and it's all cashless. So, this is the standard. >> All right. That's it. Thank you, >> Madam Chair. That concludes the superintendent. >> Oh, sorry, Dr. Walters. >> Yes. >> No. >> Yes. I remember you. Yes. >> Good evening, Madam Chair, members of the board. Um,
084thank you for hanging in there this evening. Um, so for our operations report, uh, a few things that I want to highlight. Uh, let's start with the awning for mod C. Um, we are in the process uh, of getting quotes. I will say that we have received one quote for uh, a metal awning that uh, matches what we currently have for mod A and mod B. Um and that quote was approximately $40,000. Um we have received another one since this uh presentation was developed uh which is even higher than that. Uh so the the policy is requiring that that based on the cost of this project, we receive multiple bids uh for this. And so um our maintenance supervisor has been diligent in reaching out to contractors uh really wanting to to partner with uh
085local contractors to be able to do this. >> I I could read it. >> Absolutely. We we have uh really been trying to to partner with as many local contractors uh as possible. Um and so once we have satisfied the requirements of the policy uh and once we earmark some funding uh we're going to be moving to make this happen. U but I will say that that based on what uh our goal is and that is to match what we currently have uh at mod A and mod B that metal uh material uh it it is um it's a little bit higher than what I was anticipating it being originally. A >> lot higher. Yes, ma'am. Next slide, please. Um, so we are working to seek additional funding sources. Um, and so one of the
086things that I wanted to share with you is some progress uh that we have on um updating our kindergarten and prek playground. That's on the Oak Street side of the elementary school. uh we have submitted two grant opportunities um to to help redesign uh that playground. The first is through the OBC Healthcare Foundation that we have um been partnering with for several years now. Um funding that they had originally allocated toward uh the stream and 3 curriculum which is our prek curriculum. Um now that that has really been adopted by the state uh they have reallocated that funding to help support other programs. This is one of those programs. Uh creating healthy spaces for uh for communities in their service area. So, uh in writing that grant, I'm requesting $75,000 from the foundation uh to
087help with the purchase and install of new equipment. Um one of the things that I wanted to be sure uh we were considering with this grant opportunity is to address some uh some equipment that our students with mobility concerns have. uh we want for them to be able to uh participate alongside their uh their non-disabled peers. So, uh several of the pieces uh will will be uh just like that. Um one of the swings that we've purchased um has is uh one for for students who do have those mobility concerns. Uh and we anticipate hearing about that grant award in late October. Um I'd also like to say a huge thank you to Dr. Tindle for her help with the international paper grant. Um, and with that we are requesting $50,000 in funding to support
088the purchase of some supplemental pieces. One of the things that we really would like to be able to do with this grant opportunity is to uh make the playground a place where they can continue learning. Um, for children uh in primary grades, play is part of the learning process. Um, and so we we really wanted to highlight some pieces that will help them practice with some of their pre-iteracy skills. Um, and so those were are several of the pieces that uh have been requested. Uh, and some additional funding will also help with the install of of the equipment that we are uh hoping to to be able to purchase through the OBC Healthcare Foundation. Um, I'm preparing to apply for the grant through great game time, which is the grant that matched us dollar for
089dollar for the equipment at the larger playground. Um, so that is going to be submitted in in the coming days. So, we're we're really looking for additional funding opportunities to help us uh meet the needs of our students. You're good. Uh the next slide I believe is the uh resurfacing of the FHS gym. Um we have been uh working to get this finished um and applied the new logo. We have uh made some significant progress. Uh so what you see is um much of the initial stencil work that has been painted um including the new logo at center court and Franklin Broncos on each baseline. Um again uh our maintenance supervisor has worked very closely with the contractor um and the the contractor is is looking at an October the week of October 6th. Um
090we are hopeful that it will be before then. Um but but I have definitely learned that we want to give what we know uh and we know that it will be ready by October 6. So I I look forward to being able to to share an updated timeline on that. But but that is uh that is what we know to be true today. Uh next slide. Can we uh get a phase two on that and get some more comfortable uh bleaches? >> As soon as we find a funding source, Mr. Grant, I'm sure that that we could add that to the list. Um I'm also pleased to share with you that we have uh had our fire marshall inspection this week. Uh fire marshall went with our maintenance supervisor to each of our schools. Uh
091there were no violations at our schools. Great. >> Uh so very very happy to report that. Um, as part of continuous improvement though, um, I will say that our fire marshall has been excellent in providing us with some ideas to incorporate just to continue uh to improve the the uh capacity of our students and staff. Um, and so one of the things that he suggested was to provide fire extinguisher training uh to our teachers. And um, one of the administrators has actually uh kind of taken the bull by the horns. uh that is actually being provided tomorrow uh for uh the other schools. I'm going to work with Dr. Miner to utilize our vector solutions platform uh that we use for much of our uh professional development. So uh again that that was uh an
092excellent report from from the fire marshall. Any questions about any of those pieces? So, it's a strong possibility that our entire playground will be uh completed through grant fundings. Is that is that the goal or like what are we >> That is the goal. Um and and several of the pieces that are on that prek and kindergarten playground. Uh I'll be honest, I'm I'm not how I'm not sure how old some of those pieces are. Um and so we we recognize that the need to seek additional funding sources. Um playground equipment is not cheap. Um and so fortunately there are organizations that support such grants. Um so so we are being as creative as we can in those grant opportunities. >> Roughly is about 250 250,000 per playground. And then the the next presentation that
093I have is just a brief uh presentation um for information purposes. I wanted to share uh that we are moving forward with our safe driver 360. Um this is an application that our families can utilize to track uh the bus that their student is assigned to. And um so there there's going to be some information that is shared with families. Uh but there's also information that we need from families. This is a great opportunity for us to make sure that we have the most up-to-date information from our families uh and that that's included in P school. Next slide, please. Um so easy routing um is the uh the program that we're utilizing to help track the bus. Um and there are two different ways to access this program. uh one is for uh a computer-based
094uh application, the other is for phones. Next slide, please. So, uh easy routing is what can be downloaded for use on uh a computer or laptop and bus quest is an app that can be downloaded um on the phone. So, what we're going to be doing is we're going to be pushing out a form to families. This is at the elementary school and the high school um where we're asking for for families to uh provide us with information uh that we can then share with uh Safe Driver 360. So, uh we're we're going to have families create an account um so that the bus that the student is assigned to um can be tracked with them on either of those devices. Um there is an agreement that the uh family has to sign uh electronically
095uh with this uh particular program but um it will allow families to track uh students for one address uh per account. Um and so we have intentionally waited until the the point in the year where things changes in transportation uh have kind of calm down. Uh we know where where our students are going particularly in the afternoon. >> Um >> just a quick question. >> Yes, sir. >> Uh that that's mandatory that they sign up for it. >> No, but several of our families have have shared that they want to be able to know where the bus is in the route. Um and so this is an option for families. uh who want that information. >> Uh it's a great option. I just wanted to make sure that if it was mandatory that you try
096to provide some training because all households aren't equal and some people aren't computer. >> Correct. Yes, sir. Um no, that that's a a really good point. Um so the uh next slide, Miss Davis. So we're going to be sharing um that form next week. Um, and it is available to any FCPS parent or guardian. U, but it is only u, Mr. Grant, to your point, it is only available if you register. Um, and again, we want to make sure that we have updated information in P school. Uh, so that that we're able um to provide accurate information to families. Um, so we are are looking to launch this October 1st. Um, and so I'll I'll be excited to share uh some some data that we receive from these forms. uh how many families are are
097taking advantage of this opportunity um and in the the coming meetings. Any questions? >> Fantastic. >> All right. Thank you. >> Thank you. >> Now that doesn't matter. >> Citizens time. Miss Pamela Lee. >> Good evening, Madame Chair, School Board, Dr. Carter, and staff. Thank you for having me tonight. The 2425 school year has ended and the 2526 year has already begun. And yet our superintendent, his staff, our chief academic officer, and this board have not been held accountable for the deplorable state that Franklin City public schools are in right now. We rank at the very bottom of all Virginia school divisions. Our students and educators are suffering under this leadership. Central office has also applied a double standard with the data. When it suits the narrative, you use rankings from nonVDOE sources, but when
098VDOE based rankings were published, showing Franklin City Public Schools at the bottom, it was dismissed as if they were inaccurate. Likewise, you presented first semester data instantly, even though it was flawed. months later we find out and you are still withholding second semester data which we all know that you received this past June. Southampton has already published theirs. Why are we hiding ours? I would also like to address Miss Tommpkins from the August 7th meeting slides. Highlighting pass rates at 20 to 30% in green as though those are victories insults our community. Those numbers are failures and should be recognized as such. And Dr. Carter, you removed Mr. Felts after first semester scores. Yet now they are far worse and you refuse accountability for your own decisions. That is just wrong and unacceptable. School board
099members, you are either being deceived or you are complicit with this deception. Either way, our children and our city are paying the price. To Miss Bailey and Mr. Grant, thank you for asking the hard questions, but you are outnumbered by members who prioritize loyalty to Dr. Carter and and over the loyalty to our students. The truth is undeniable. Families are refusing to move here because of our schools. Mr. Holt, you remember when people used to move here because of Franklin City Public Schools. Now they are leaving. Those of us who love Franklin will not stay silent. We will not stop until this leadership changes. Our students and our teachers deserve better. Based on the slides provided tonight about CTE, would it be possible that we could get an update maybe at the ne next meeting
100on the enrollment of the CTE programs, how many students we have in those? And if you want community and parent engagement, would you please move close session to the end of your meetings? Thank you. [Applause] Are there any other announcements or comments from the board or Dr. Carter? Um, Miss Topkins, I believe I did ask uh if we could try to put together something once uh the numbers came in to kind of make it uh community friendly to kind of explain where we are with uh the test scores and all of that. Is that something that's being done? Um, Miss Lee, I listen to everything you and everyone else in the community says, especially at citizens time. On that note, I have to offer an apology. I made a statement on August 2nd that Miss
101Miner stated something to Regina Hill and it was not Miss Miner and that was my mistake. But I do listen to the community. I do want to apologize to Miss Miner for that. I have spoken to Regina Hill to get the correct person who made the statement to her. So I do want to say I listen to the community and I do apologize for Miss Miner and that statement was made on August 7th. Good night. Excuse me, Dr. Miner. Anyone else? Madame chair, I may we adjourn. >> Do we have a second? >> I'll second. >> K Grant >> I. >> Lese Parker. >> I >> Reed Harrison. >> Yes. >> Bob Holt. >> I >> Wadia Belly. >> I I meeting is adjourned.