001I call this meeting to order at 6:00 p.m. on August 21st. We have a quorum present. Let's proceed. The next item on the agenda is close session. Do we have a motion to enter close session? [Applause] 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 supplemental employment, new hires, promotions, resignations, advisory boards, and non-resident students pursuant to VA code section 2.2-3711 A1 and two. >> Do we have a second? >> A second. >> All in favor say I. >> I. >> All those opposed say nay. Any abstensions? We are now in close session. We approve the first It was two. >> Yes, it was five all together. So, we're approving four. >> A total
002of five. >> Total of five, but we're approving four. Okay, the close session has concluded. We are now returning to open session. Do we have a motion to come out of closed session? I move that the school board having been in close session pursuant to a proper motion come out of close session. >> Do we have a second? >> Second. >> All of those in favor say I. >> I. >> All those opposed say nay. >> Any abstensions. Do we have a motion to approve the agenda? >> Move we approve the agenda as presented. >> Do we have a second? Second. >> All those in favor say I. >> I. >> All those opposed. >> Any abstensions? Do we have a motion for certification? >> Where is the Franklin City School Board has convened a
003closed 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 -3712 point delta of the code of Virginia requires a certification by the school board that such close meetings were conduct was conducted in formality with Virginia law and now for 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 lawfully 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 and the motion convening the closed meeting were heard, discussed, or considered. Do we have a second? >> Second. >> All those in favor say I. >> I. >> All
004those opposed? Nay. Any abstensions. Can we please stand for the pledge of allegiance? I aliance 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. Motion from close session. >> Madam Chair, we have three motions from close session. The first is to approve four non-resident students as recommended by staff, denying one as remended by staff. Do we have a second? >> All those in favor say I. >> I. >> All those opposed, nay. Any abstensions. Roll call. Miss Davis. We have one. >> Oh, >> Madam Chair, I move that we approve the personnel agenda as presented less item number 24. >> 29 29 I'm sorry. >> Do we have a second? >> Second. >> Any abstensions? I
005mean any All those opposed say nay. All those in favor say I. >> I. >> All those opposed say nay. Any abstensions? >> Madam chair, I move that we approve personnel item number 29. >> Do we have a second? >> Second. >> All those in favor? I. I. >> All those opposed? Nay. >> Any abstensions? >> I abstain. Can we start voting individually 111 >> instead of in unison? >> We can discuss it at our next meeting. Thank you, Miss Wadia. I'm only asking because everybody's not voting when we do it as collectively as a group and there's no way to identify it and we're all aboard. So, I thought we were supposed to vote 1111. Is there a policy on it? We can look that up at our next board meeting. Roll call. >>
006Dr. Harrison >> Here >> present >> here. We have the minutes from the special meeting call on July 10th for anonymous consent. Are there any objections to these minutes being approved by anonym unanimous consent the meeting special call meeting on July 10th? Do we have a motion? I move that we um that we accept the minutes from the meeting for July 10th. >> Second. I was going to do that, but I was going to do it Miss Bailey's way. All in favor say I. >> I. I. I. >> All oppose say nay. >> Any abstensions? me or the chair didn't vote. >> I know. >> No, that's what I was trying to say. I'm noticing everybody's not voting. It should be seven of us and we should all either say nay or abstain. All seven.
007But I Did you get Miss Moon's vote? >> Thank you. Superintendence report. WHRO, >> Chairwoman Boon, Dr. Carter, members of the board, thank you for allowing me to speak with you tonight. My name is Bert Schmidt. I am the president and CEO of WHRO. With me is Elmer Seward. He's my vice president of education. So, if you have any hard questions, I've got backup tonight. Um, I come to you because you're one of the 21 school divisions that literally own the license to WHRO. We are the only media company in the entire country owned by collaboration of K12 school divisions. Started by two school divisions back in 1961. Today, 21 school divisions own the license and we meet regularly with the superintendent, school board representation, technology folks, instruction folks, etc. Um, we provide you each
008year an impact statement looks like this. You should have copies. >> I actually do not. >> I don't. We don't. We do not. >> Okay. We were told you would have electronic copies. Do they not have copies of this? Don't play the video yet. >> Okay. Well, um, >> my apologies. We'll have to resend this report. So, we'll make sure you get in your hands. Well, rather than me going through the report in detail, what I've done for you instead is to play a video. We've created a video for you that describes the services that you receive. And if we can play the video, that'll summarize the services. education at the heart of our mission every students, teachers and families innovative free high quality programs and services. service that offers Virginia's leading digital content repository
009with nearly 100,000 free top quality instructional resources provides educators and students and more. This platform is designed to enhance personalized learning and make classroom experiences more engaging for our youngest learners offers exciting educational activities to spark their imagination investigation and technology. We also support parents and ensuring children are prepared to kindergart success for educators provides a catalog of 29 awardwinning customizable online seamlessly various learning management systems. They offer flexibility for face to face blended and fully online teaching environments, enriching lessons with engaging content. At WH computerenge, for example, school teams from across the region to tackle real world technology problems. Another highlight is the regional spelling where middle school champions compete at WH. The local competition is recorded and aired on WH. Elementary students also have an opportunity to shine through our PBS Kids Writers
010Contest. This competition invites young writers to craft and illustrate their original stories, fostering creativity and critical thinking. Our student advisory board reflects our commitment to student engagement. This group of high school students offers feedback on WH's content and has opportunities to create their own influences and media resources. We're equally devoted to supporting educators through our professional development programs. Our workshops and training sessions provide teachers with edge strategies and tools to inspire and guide their students effectively. Visit W's web page to learn more about how these amazing free materials and resources you division and the Virginia Department of Education to shape the future of education one student at a time. And I should mention that all those services that you saw in that video are services requested by either the superintendents or the school boards themselves.
011So um it's the way we bring together 21 divisions so we do things one time rather than 21 times saving the taxpayer money and improving education for all students regardless of zip code. And I want to especially thank the division for sending many of your students to our student advisory board to help advise us as we continue to build more online courses for you. getting feedback from those students about what excites them about a course or what may not excite them is super valuable. And Dr. Carter, thank you for bringing having a goodsized team come out from Franklin to to WHRO in Norfol. Um, in the report that I promise we'll send you again, you will see um there's an executive summary, but in the bottom, I just want to make sure you're aware because
012you care about the money. Uh Franklin uh City Public Schools invested $3,400 last year in and received direct and indirect benefits valued at $666,000 a return of $951 for every dollar that you invested. So with that, I'm happy to take any questions. >> Mr. Smith, thank you for coming. First of all, pleasure. Last year, I recall >> WHRO helped us with a video for our JP King Academy and that was very well done. >> That's right. Right. Right. >> We appreciate that. >> Again, as as Dr. Carter knows, anytime you call us again, our team will come out again and do that. That's part of the services we offer. Um, some school divisions like Franklin take take advantage, others don't. But yeah, you >> my my question early is how is how are you dealing
013with the federal budget cuts? >> It's tough. We lost $2 million. Um so we are doing a campaign to try to raise those dollars to cover this year. Uh fortunately folks are stepping up to increase their memberships. You know, we live on members with members and so we've had a lot of folks already step up. Um we're we're using wi with this $2 million campaign, we can take our time with cuts and use a scalpel rather than a chainsaw. Um and we are already having attrition from people through natural, you know, people retirement retirements or people get new jobs and we're not replacing those positions. Um it's unclear what it'll look like a year from today. Um but fortunately, a lot of the education work we do is restricted. I mean the schools provide us
014money, Department of Education provides us money for education work. So, it probably won't be as severe in the education side as maybe in other parts of what we do. So, but it's still unclear, but it's a big hit. Take the $2 million. Our organization's never been without federal funding. So, >> thank you. >> Anything else? >> It's the question I'm getting at every meeting. Yeah. But then again even with the um with the cut still again thank you for what it is that you are doing especially for the rural areas. So yeah greatly appreciate it. >> Yeah thank you. >> Thank you. >> Okay. All right. Thanks everybody. Take care >> Dr. Ricks. >> Good evening. I have the update tonight for our clubs and organizations. Go to the next. All right. This handbook is
015designed to set and provide a standard guidelines for for administration and also our school teams who carry out clubs and organizations with our division. Each year we review those organizations and clubs and then we make determinations whether we want to keep those clubs or add more additions to those clubs. All right. So here for SP Morton as you can see the list there we have girls on the run which we started last year we continue that girl scouts we have the national element elementary honor society and those are grades four through five we have a student council association that we're definitely going to start this year tutoring club and we also have a new club this year elevated manhood um fifth through sixth grade at this level at SP Morgan for JP JPK CTE Academy.
016We also have there um you see DECA. These are the clubs that we have that's tied to each one of our CTE programs. We had Ed, we have Ed Rising that's tied to our educational program. We have family, career and community leaders of America, business leaders. We have health occupation which is geared to our health class. We have Skills USA for our building and trades program and we have the national technical honors society which we started last year and we will continue to move forward with that society. For FHS we have band and course we have the book club, chess club, heart and soul which we started last year. We also have you see the ladies of distinction and that that's a club that we've had over several years. We also have the elevated manhood
017which is new which will start with the 7th through 12th grade. So as you can see that's a 5 through 12th grade program. We have the national junior honor society with 6th through 8th grade which we started last year. We will continue with the national honor society 9th through 12th. We have the robotics team and the scholastics bowl team. And again you can see the major new club that we're rolling out with this year is the elevated manhood. Can you describe that? What is that doing? >> Well, that is um the uh administrators in all of our business, all the male administrators and also our family engagement specialist, Mr. Koffield, who has also partnered with males in the community and they will have each each once a week they will have mentoring sessions with males
018with the males. They will also reinforce social emotional support. They will reinforce they will reinforce um academics achieving their academics and they will also support them with building in field trips to enhance their experiences overall. >> Who are some of the males in the community that will be involved in this program? >> Um some of the males in that in the community which have they signed up with Mr. Koffield. We have um Mr. We have Mr. Xavier Scott who's supporting that program. Um we have some other ones Dr. Carter can mention. >> Yeah, you have uh Mr. Lavel Evans. You have um you have some of the ROC uh gentlemen that are have uh volunteered our teachers. uh and we're actively uh recruiting uh males to uh help uh mentor our young men. So, it's
019not set in stone. So, it is definitely open for those who would like to volunteer and work with our young men >> and they can get in contact with Mr. Ellis Koffield if they if we have more males that may be interested in the community. But students are identified and they're identified based on our our data that shows us like students that need that extra support, students that you know need that academic support, that discipline, that attendance support. So that's how students are identified for this um specific club. >> Just a quick question. How are you like vetting the people that are coming into the program? >> Yes, the people that are coming to the program, they all have to go through our HR department and they have to they have to be checked for
020as background and things like that before they volunteer. And that's the that's a practical standard for all of our clubs. You have to go through the HR volunteer process. >> So that's the same like coaches and everything else. >> Yes, that's the same thing with coaches. anyone that's running any organization or coming in to volunteer or just to serve on touchbased nights, they still have to go through that process. >> Does our robotics club finally have a home or are we still looking for one for them? >> Robotics is still at JP King. Uh we were looking at one time the warehouse, >> but that fell through. So right now they're still stationed at JP King. And are they sharing space with another? >> No, they're not sharing space. >> Okay. >> The next one.
021>> All right. So, our next my next presentation deals with the athletic handbook and some updates there. This is also a handbook where our staff, parents and stakeholders come together and we try to work through governing what is in place for athletics, how they qualify to participate in VHSL sports. And that work is myself involved, the athletic director and school administration. And then we have appropriate teacher staff and also athletic staff that and coaches that support this work. All right. So fall we have cross country, varsity, JV. We have brought JV football back. So we're back with JV football this year. And we have JJ football. JJV football. That's more of the middle school football. We have varsity, JV and JJV cheerleading. We have JJV basketball and also volleyball. In the fall winter, we have
022varsity, JV and JJV basketball. Varsity JV and JJV cheerleading. and wrestling. And during the spring sports, we're offering baseball, softball, soccer, track and field, and also tennis. >> And wrestling, I have a question. Sorry to interrupt you. Wrestling. Do they finally have a home or not yet? >> Wrestling is also at JB King. >> Yes, wrestling is at the JB King gym. >> So, they don't have to roll up their mats anymore. They can leave them down. >> They can leave them down. >> Okay. All right. When do we start our debates with the debate club? >> We are we have the debate advertised and in the handbook you will see it's to be determined because we haven't secured a sponsor for the debate club at this time. >> Okay. So, some of them in
023the handbook are to be determined because we're still securing a sp trying to attempt to secure sponsors. All right. We definitely are excited. Um, this has been a journey and I'm so grateful for the team, the staff that have really supported the opening of our Pearson um, center and we have the signs set up at JP King the directions and we are excited to be able to offer the opportunity for people in the community for um, students as well because we do have GED testing there as well and for teachers to complete assessments in preparation for their lure. So those are some tips that you can kind of review over if you would go down not to the map yet but the second part right there. Okay. So this is pretty much a summary of
024benefits that are offered but I wanted to emphasize that the hours of operation are Tuesdays and Thursdays from 4:00 to 8:00 p.m. and every other Saturday from 8:00 a.m. to 12:00 p.m. And we have to be open eight hours a week. So we do have our staff which Mr. Kelly is the testing administrator. His contact information is available there and we have released on our website. We also releasing in our local businesses and comm in our local also in Muffersboro and Emporia. We'll be reaching out and reaching reaching out to them where they can assign up for assessments at our Pearson Center. So we are definitely are excited about this opportunity. >> I have a question about the times. Not all the test is time out. I'm not saying that all the testes actually accumulate
025up to four hours. Some of them after you hit a certain number of corrections, it cuts you off >> and then some of them continue. So with that being from 4 to 8, do we understand that I'm not saying everyone, but there's a possibility it may go past that four hours on certain tests or are we giving them a time limit? because the actual test doesn't give them a time limit on some of the tests. Well, most tests give a timeline, give a cut off time. >> Um, even if you don't use the four the total four hours, but if we have people, you know, people based on we'll be able to see in advance who signed up for what test and what the criteria are for that test. So, Mr. Kelly is willing to
026make accommodations even if we have to go over that 8 hour span, but the minimum we we had to have each week in guidelines with Pearson's guidelines, it had to be at least up to eight hours, but it can't exceed. >> Okay. >> So, Miss Boom, we'll be sending out information within a 50 mile radius. So, that this is just not just for the citizens of Franklin, but just everyone in the >> Tidewater area. And we are on the website, correct? >> Yes. Go ahead. Yes, Mr. Cows released it today. He released it officially on the website. We released it parent square. And we also going to be releasing a news a news press on it. And as you can see here, we kind of cuz we have the same dates that we're closed, the
027testing center will be closed. So, we had to also submit all those um guidelines to Pearson. And as you can see, those are the dates. And the calendar with the calendar is being released with all with the flyer as well. So we can have staff or anyone who signs up can plan way in advance. >> Okay. Thank you. >> Family engagement. All right. So this is a first read of our family engagement division policy and I will go over the purpose because this is our first time bringing this policy to the school board. We receive title one funds for our elementary school and also for our high school and we have to come together. One of the requirements is that we come as a team and that we build a family engagement policy that not
028just involves staff but also involve the parents of the community. All right. So as you can see we we try to involve more parents. We still have additional committees that we have to have um fulfill that that title one policy. But we had this is what we had to begin to draft our division policy. So myself, Mr. Kofi and Miss Murphy, our family engagement specialist. And then we had three parents and a student to participate in the development of our initial division policy. All right. So the statutory requirements for this policy is that we involve parents and family members. We provide the coordination, technical assistance and other supports that are needed to make sure that that policy is fulfilled. We coordinate, integrate and conduct evaluations as that's going to the next part as well to
029determine what needs to take place next as you can see even for our recent kickoff and different events that taking place. We have released surveys so that we can begin to evaluate the family and parents perspective when those events are taking place. uh we involve parents in the activities of the school and implement effective means of how we outreach and make those efforts to diverse populations with the support of parents. All right. So some of the key components that our parents um we we discussed as a committee and our parents you know wanted more information and wanted to get more involved with our division open house. We have also our parent teacher student associations which we have been advertising joining in participation with that parent teacher associations grades prek through through six parent teacher conferences
030that's something that we have quarterly we also have touch base quarterly during intern periods before we reach the report card period. Title one parent night that is a monthly event that will be taking place at our elementary and also our high school. We have a CTE annual expo that we have every year where we highlight our students performances in career and technical education. We have stuff the bus which our community and staff get involved and volunteer and supply all of our students with supplies which we gave a host out yesterday doing open house. We have extracurricular activities where we try to incorporate incorporate those meetings to engage parents because a lot of parents come out especially at the secondary level doing those extracurricular activities. We have developed parent resource rooms. There's a daily check-in through
031the year at the elementary school and also our secondary resource room is is at JP King. We have added the superintendent's parent advisory committee, girls on the run. Again, that's another group and the heart of souls. Um, one of the things that one of the main things parents requested is to receive a calendar of events at the beginning of the school year. So with that said, I just wanted to add this is the policy that I presented to you tonight as a first read. This is a first read. This is the division policy, but there will be school-based committees that would take that division policy and paint the picture of what that looks like specifically with calendar and details and what they want to see as a elementary parent community at SP Morton. And the
032same thing will be done for FHS. >> Before you finish, can you please elaborate on family engagement specialists? What exactly do they do? >> The family engagement specialist. >> Yes. The family engagement specialist. They go out in the community. They pass out flyers that advertise all of our events. They meet with families. They have a resource rooms where they meet with families and provide them with needs based on if they need clothing, if they need socks, they need supplies. They they have available resource rooms at each school. And they document what parents come in, what time they spend in the resource room, and what resources that they receive. They also serve our 27 families, that's McKenna Vento, that are homeless. And each quarter throughout the year, they make sure that they have resources before they
033leave for major breaks. They provide s services and resources to them throughout our community events through Western Tidewater and they partner with the community to bring in a lot of support and resources to support our students. Quick question. How are the parents or the students parents reaching out to the schools or based on that specialist? >> That's a good question. Well, the main priority with our resources is first our McKenna Vento kids. Those are our kids that have been identified homeless and there is a criteria that they have to go through to qualify for that particular program through our school social worker. So those kids are priority. Then we have a layer where our family engagement specialists may submit um inventory out in inventory or support of what our teach students may need based on
034recommendations from the administration based on recommendations from school counselors and also based on recommendations from what parents may be requesting or may come in and say things that they need. >> Thank you Dr. D. You have one more. This is a fan engagement. I'll just I'll just um talk I'll just briefly talk about code of conduct and send it. It's not that one. >> It's code of conduct. Yes. The policy but it's code of conduct. Okay. >> Okay. That's not it was the code of conduct but just all right. So the code of conduct that should be the code of conduct. So the code of conduct and I will I will share it with you all. That's what we roll out the beginning of the year that deals with discipline and interventions that we have
035in place for students that that does not that has there has never that has not been any major change from the Virginia Department of Education. So practically it is the same handbook that was in place from last year. We just we just um adjusted the appeal process which is first the dean of students then it's the assistant principal and then it's the principal then it's me as assistant superintendent and then if there's another appeal it goes to the superintendent. So it's five layers for our families to engage engage with. Um, also we have added the clear choice program and that's our alternative education program and that's part and and the guidelines for that have been in addition added to the code of conduct for the 2526 school year and that will be posted on the
036website as well this week and in the school so the parents will have access to all the handbooks that's starting out our 2526 school year. That's it. Even though we're putting it on parent square, how do we know the parents are actually getting it? Or is this one of the documents that has to be signed and returned back to the school? >> Yes, it has to be signed and returned, but they have to return one sheet that's within that. Right. Right. So, if they ask for it hard copy, then the schools will provide them a hard copy. But if they refer to just read it online and submit the first day of school back, you know, the teachers will track and see who we need to follow up with to get. But I know exactly
037what you're talking about, that final sheet that says the parent sign, the student sign, saying we understand that this is a code of conduct that's going to govern our school year. >> Okay, that's it. Good evening everyone. Uh it gives me pleasure to present to you several updates from the office of curriculum and instruction. The first one is just a testing calendar for all the assessments that we will provide for students throughout the year. Um from CTE to SOL to growth assessments to the gifted calendar uh of when we actually give students assessments to identify who uh falls within that gifted spectrum. Um we have all of our diagnostic assessments. You can turn next, Mrs. Davis. Okay. >> No problem. >> Okay. Um so our alternative assessments for VAP for those students who um are
038in our special education program. So this just gives you all the assessments that we provide within Franklin City Public Schools in compliance with the Virginia Department of Education. So, this is just for your information. Um, all of our teachers and school leaders have access to this calendar, so they know exactly when assessments will take place. And, um, our director of assessment and accountability provides training for our teachers so that we are in compliance with all of the rules and regulations and accommodations that students need when they're taking these assessments. Any questions about the testing calendar? Okay, next presentation. Okay. So, I'm happy to present our new grading procedures. We have heard from parents. We've heard from teachers and administrators regarding a consistent grading practice across the school division. Um you see our rationale. We had
039multiple meetings. We involved multiple stakeholders from curriculum folks to parents to teachers, reading specialists, curriculum specialists, special education because we wanted to make sure that all students had the opportunity to showcase what they know and be able to uh look at the grades along a span so that we know exactly what they're learning over time. Next slide, please. So, as you know that our kindergarten through 2 grade, they're still in the early developmental stages of their academic program. So, as you can see, they have what's called a standardsbased report card that shows all of the standards and all of the skills that they should acquire while they're in grades K through two. So, they do not receive the A through F uh notation in terms of their progress. They use the O, S, N, and
040U. And you have the definitions there for what each of those means. However, they transition to the A through F when they arrive in third grade. That's also the first time they are taking an SOL assessment. Next slide, please. So, what are our grading expectations? Uh all of these categories were designed by the committees that worked on this project. You will see we have four classifications. Classwork, participation, homework, quizzes, and tests. And what you see is the number of assignments per nine weeks. And this is the minimum. Teachers may elect to assign more assignments. However, this is the minimum. This gives us a good idea as to what students know and where they need more support. The elementary specialty courses uh include your art, your PE, your music. Because those students in elementary stu school
041are only seen once a week, we cut it in half to uh classwork four assignments at 30% of your grade, participation, homework four, quizzes two, and a ma and a major tests one. So what are the grading expectations? We have heard from parents that sometimes when they go into power school to look for grades, sometimes they don't see a lot of the grades that are there until the end. So we wanted to ensure that teachers are updating those grades weekly so that when parents need to know how their children are performing, they know in real time where there are areas of deficiency as well as where there might be areas where students are showing great progress. Um missing assignments. Powers school does not read the uh the number zero. So if a student is missing
042assignment, the number one is there as a placeholder. Students who are absent or missing assignments have 5 days from the date they return to school to make up that work. If additional time is needed because students have a long may be in the hospital may have a a longer illness, the building level administrator along in collaboration with the teacher may give the students an extended time. If the student does not attempt the work to complete the work, the one is recorded in power school and will be a part of their average If students attempt the work to complete an assignment, the lowest possible grade they may get will be a 50. If the student does not attempt the work, does not complete the work after giving opportunities, the one will remain. So if the student
043attempts the work, 50 is the lowest grade they receive. If they do not attempt the work, they will receive the one that will remain in power school. Any questions? >> Yeah. Is there any time limit on this? >> What do you mean time limit? >> 5 days to the end of the semester. Can you get makeup work on the last day of the semester and still get it? >> No. If you look up, it says students have five days to complete the work when they return. So there is no more you can make up all your work at the end of the semester. Five days is your limit unless you have extenduating circumstances which you would have to work that with the principal. So it's not you have 5 days upon your return. >> So
044I'm asking >> they're there. They're present they've not done the work. If you are there and you do not complete the work and you're there and it's a refusal, that's a one >> and there's no >> pick up work 5 days later. >> No, it it's only if you are absent does that five days apply. If you are in the classroom and you are refusing after multiple attempts to get you to do the work, the one remains. Okay. Next slide, please. >> I have a question. With the fiveday absence, we have a truency officer. Correct. >> Yes. >> Would they bring it to the parents attention that the homework can be gathered and given to the child? I'm asking that because I've made phone calls and let them know that a child was going to
045be out and if there's any way a packet can be left in the office for me to pick up for the >> Sure. Sure. Absolutely. a packet. If a kid is sick and the parents know that, hey, you know, my kid needs, you know, the work, they're able to do the work, they just can't come to school, they can pick up a packet or if they cannot get there, then they have 5 days from the time of their return to get the work. >> So, the teachers also do understand this because some teachers still didn't get past. >> Well, this is this is our updated changes. Now, I've sent this out to principles. It is to be put in the handbook for the teachers and it's been also been uploaded to our repository where we
046house all of our lesson plans, where we house our curriculum, our testing. It's right there for teachers. >> Okay. >> So, this is new. This is something that we are anticipating and expecting. All the principles and all assistant principles were on this committee to ensure that we were in agreement that this would be our new grading practice moving forward. >> So I have one more question. >> Yes. >> In parent what is it? Parent Square. >> Yes. >> I know that I once told Dr. Carter I didn't see something. Dr. Carter had someone go into the office and pull it and showed the day and time that I seen it. Does that also go for the teachers >> for when they say, let's just say hypothetically speaking, I didn't see this. Can that also happen
047to them? >> In terms of being able to >> be held accountable that they did see it and them claiming that they didn't. >> I don't have a mechanism for that. However, the building level administrators when they are meeting with their staff, which they have, they can have a signin sheet for when this was explained and when they saw it. And also every teacher has to go into our curriculum documents. So I uploaded it there. So there's no way that you can't see it because it's there. When you go every day to get your lesson plan, it's there. When you go to get your pacing guide, it's there. >> Okay. >> So we've made sure that it has gone out to principles. It's we we've discussed it and I've uploaded it now to our um
048internal documents for our teachers. So there's no way that they can't see it because it's right there for them. >> Thank you. >> Do we have any assurance that our parents are accessing this? Is there any way to say oh read you know they've seen the assignment that they've checked it but you know what >> you can see >> someone. >> So I mean there there is a way for that. That would be more of a technology question in terms of how to, you know, get the analytics for that, but it is available in a form that can be sent to parents because I put it in a nice little form, a nice little one pager on the back, their guidance notes as to what all of this means. So, this can be sent out
049and it and however we access it through technology, um, that will be our technology program, but we do have a way for parents to receive this information. being the students that teach the grades are so >> absolutely so a part of this process is that they have to update them every week. So, if they choose to update it every Monday or every Friday, that's at the discretion of the building administrator. But grades must be updated weekly so that parents are aware. If my child was out on Monday and that child has five days, but I turned it in on Wednesday, within that fiveday window, my child I should as a parent be able to go into power school and see the work has been graded. It has been averaged and this is a true representation
050of what my child knows and what my child completed. >> Miss Tomkins. >> Yes. >> How do parents access P school? >> That would be another technology question. I make sure the curriculum is there. Um I know parents have access to P school because I've seen some who go on their phone and look and show me things. But in terms of how that happens, that would be more at the technology level at the school. >> The reason that I asked that question, I don't tr because um a lot of parents are probably very very familiar with parent square >> but have no idea that they can actually view their children's grades in Power School. Um and that's something that they need to have access to and something that they need to know. >> And Miss
051Parker, I'm glad you brought that up. uh we need to discuss with the principles maybe we will have something during a parent night >> to educate how to come on parent square and to operate all the other electronic devices that's at their disposal. So thank you for that. >> Yes. And um we wanted to make sure that when we talk about diagnostic assessments that they were not graded because if I want to see what you know at a certain point within my teaching that's a diagnostic assessment. It's information for me as a teacher to support you. So that's why benchmark assessments will not be graded. They are part of the diagnostic tool to assess how well students are learning where adjustments to the instruction need to happen and also beginning in 2627 the standards of
052learning will be will count for 10% of the final grades for students in grades 7 through 12 and that is a Virginia Department of Education mandate that is not a Franklin City Public Schools mandate that is a part of the new assessment system moving forward. 2627, it has to be 10% of your final grade. >> And if they don't pass the standards of learning, >> the state has not given us any guidance in terms of what happens if they don't pass it. But they are coming out with what each particular band, let's say you make a 400 to a 450. I think they're going to give you guidance on what that grade would be because you would have to know how to grade it. If you make a 350 to a 375, what that grade
053would look like, it will be averaged as a part of your grade. So let's say the child did not pass. It it's only 10%. So it doesn't mean that the child would fail the course. It just means that it is one of those assessments that must be a part of your final grade. >> So whether they pass or not, they still get 10%. >> No matter what, the state will have to tell us with those with those so score spans what each band and what the grade would be. >> Okay. >> Yes. >> Any questions? Additional questions? So something I mean again when we're looking at testing the purpose of testing is assess a child's learning. >> Sure. >> Right. That it's an idea is saying is the teacher teaching it? Is the child learning
054it? And how to make that distinction. >> Yes. >> If most of the kids got it, probably the teacher's doing okay. If most kids didn't get it, then the teacher needs help. How are we making sure that the testing is actually a way of not just assessing but improving the education or to you know improving the outcomes not just a test score but if the child is needs improvement >> I assume we're coming who comes into that teacher's class and say well look this is not working we've got to improve what we do. So we have um a reading specialist of course at the elementary school but we have the curriculum specialist that really know how to not only write curriculum but also write assessments. So we have to take a look at the assessment
055to make sure that it's aligned to standards through our observations and our walkthroughs. We always know that there is an alignment issue either with the written, the tested or the taught. So if those three don't come together, that's where we determine what professional development teachers need. And we also know when we look at the assessment, well, this is how you taught it, but this is what the standard said. So now we have to go back and readjust and align this assessment or the teaching. It could be modeling. It could be any variety of things. But we do have our curriculum specialists in all four of our content areas who go into those classrooms to work with teachers for those issues that you just uh spoke about. >> Their official home, is it in the schools
056or it is it in this building? >> No, their official home is at JPK. Last year their official home was at SP Morton but their space you know we relocated them but they are actually at SP Morton and we have a resource room um for them to meet with teachers to provide professional development in Modsy this year. >> So I have a question with that being said you have some teachers that um won't go for help. >> How do you find that? Well, generally when we do our walkthroughs, we walk through every classroom and we give them feedback. And so when we give them feedback, we also have the opportunity to say in a coaching capacity that this, you know, I noticed that when I'm in your classroom, this is what I see. This is
057what the standard said. Can I help you? And generally, I mean, you know, they're not going to turn down help. >> And all of this is documented, correct? >> Oh, yes. >> Okay. >> Yes. We have our walkthrough tool and um and I get a copy of it so that I see it. And then we also did our walkthroughs from central office where we all wrote down the feedback. We gave it not only to the principal but we gave it directly to the teacher and we asked them to respond to say hey you know this this is what I wonder. Can you give me some more information about this? And I I mean I've had success with teachers emailing me back. They actually appreciate it that they got it so quickly, but they also had
058an opportunity to explain because if I come in in the middle of your lesson, I may wonder what happened before. So, they like the opportunity to be able to explain what happened and not just say here's the feedback. This is what I saw, but this is what you missed. So, and then it created a dialogue between us and we all did that from central office last year. >> Thank you. Next presentation, please. Can >> I ask one more question? Can I ask one more question? >> Okay. >> Where's the line of authority when it comes to helping teachers? Is it the principal? Is it the curriculum specialist? Who's the one that really determines what's happening in that classroom? >> Well, the teachers control what happens in the classroom. But the first line of defense when
059it comes to uh monitoring of instruction is the instructional leader, which is your principal and your administrative staff. So we are the support but the first line of defense to identify issues or concerns instructionally has to come from the principal. The central office is there to support. We don't we we we we're not there to you know be the first eye. We are the second eye. >> I'm not >> I've been this is my second year >> and this polic that you just spoke of or the procedure you just spoke of has been something you've implemented since you've been here. >> It's something we are implementing. Yes. This year. >> No, I'm talking about the assessment part going in working with the teachers and making sure that not only on the student side as well.
060>> Yeah. It's been happening since I've been here. Yes, sir. But but I but there have been um similar aspects before I was here because they ha they have had diagnostic they've had benchmarks before I got here they have assessments they've had those tool I'm just here to bring my level of expertise and the expertise and knowledge of those who are here to just improve it because the standards have changed since I've been here. So, we've had to make some adjustments in instruction. >> And since you've been here, how has that, you know, your assistance or your working specialist, >> how has that affected the school? >> Um, I can say that we have had some improvements in some areas and in some areas we have much work to do. We've had much work to
061do especially in the area of reading and in the area of math. We've seen some improvement in science which was um which was low at the elementary level. Um we've had some good success. We at least you know moved up by 10 or 15 points. However, we have we have much work to do. Okay. So, I would like to talk now about our course offering guide. Um, we've had um some updates to our course offering guide for um the high school. Just wanted to say that we will be working again with the 4x4 system, which means students are able to take four courses first semester, four courses second semester. Next slide, please. So, what's new? We removed all of the introductory courses because what happens is is if a student takes inter intro in introductory
062uh culinary arts and only takes culinary arts one, they're not considered a completer. They need to take culinary arts 2. they need to take art one or art two in order to be considered a completer or to take a an industry test for their industry credentials by their senior year. So making sure that when students uh assign go to whether it's culinary arts whether it's welding or whatever they are taking in terms of their CTE course students are able to start off with culinary arts one and then they go into culinary arts 2 and that way those students are able to complete a sequence and take an industry certification. So, that's new and that's really going to help our students that by the time they get to their senior year, we're hoping that they won't
063have to um take an industry certification that they will get it before they enter their 12th grade year. Um we also are offering JOTC to eighth grade students. Okay. This year we are requiring that freshmen take a freshman seminar course. This course really acclimates them to high school. It help even though they're there at the high school in the seventh and eighth grade. That's still part of a middle school concept. But when they get to ninth grade, that is where those verified credits come in. That is where they're now in the what's considered federally identified as the start of your high school career. So we're also um using medical assistant one and two. It will replace nurse aid one, nurse aid 2. We are offering this year cosmetology 1 and two, barbering one and two,
064and we've added a new course that will be taught at Franklin High School, which is sociology. I believe it may have been taught before, but it hasn't been in a while. So, we're adding that. It's not a dual enrollment course. It's simply a sociology course to give students another elective. So, are we offering go back to the other screen medical assistant? Are we offering that at the Pearson? Because it's a difference between medical assistant and nurses aid. >> Yes, it'll be taught at JPK. >> So, the curriculum is different. We're not at the end of this right here from what I'm reading medical assistant. They won't be a certified nurses assistant if they take the Pearson because medical assistant and nurses aid are two different courses. >> Yes, they are. Now in terms of what
065they what uh certification they will have I would have to refer to uh defer to Dr. uh Ricks to share on that part. We just know that these are the courses that we will offer >> because medical assistant is more administrative than nurs's aid. Nurses aid does more of the ADLs than the medical assistants. >> Okay. And you know I'm not familiar I'm not familiar with with that part. >> What led to the decision to switch the courses out? I will have to defer to Dr. Ricks for that information. I'm I'm just presenting what's on the survey with our nursing aid program. It was a very small percentage of students participate. So we did a survey for medical assistance students a more broad area to go into medical if they want to go into coding
066or different things office assistant in the medical field. So that will give them more broad and we had a host of students from our CTE survey to choose medical assistant versus nurse. >> Okay. So they really preferred that. Will you be able to certify them at the end of the medical assistant too? >> Yes. Okay. So it would be a different industry certification from the nursing that that's more rigorous and challenging. So we were only having two or three kids in the program but they were dropping off. >> So when we put the survey out more kids signed up for it was Well, the certification is still given through the Pearson with medical assistant. >> Thank you, Dr. Ricks. >> Thank you. >> Um, also this year, what is changing is that dual enrollment um
067will be at the expense of our parents. Students will still have the opportunity to take uh and get a uniform c a c certificate of general studies. But if any student is going for their uh associates degree that will be the expense of the families and they will have to pay directly to um potty camp. >> Why the change? Well, the is budget cuts. Um, we uh we had a situation where we had uh we just could not afford to sponsor it anymore and we had a situation where we had problems collecting money from parents and uh it was just a situation where it was very hard um to to fund. And so we are uh we had to make some hard decisions um in regards to that. So it it was it was an
068excess of sometimes 50 60 70 80,000 that we would have to cover um for some and it just it just was just getting very very expensive. >> So we're assisting them through just general knowledge in the beginning of the courses of college for dual enrollment. Just general knowledge. >> Yes. just through just through general general >> studies that go in any other route that is on the parents. >> Yes, ma'am. >> Yes. But they also have the pre the pre-amp scholars program. So if those students um go through when they graduate and they become a part of the camp scholars program that associates degree along with books and fees are provided free of charge. >> Right. But listen to what you just said because we had students graduating with the associates degrees. Correct. >> And
069now they're graduating with just general knowledge and have to go to another fouryear or well twoyear. >> Yes. >> With the scholars. >> Yes. >> Wow. >> If for some reason the child does dual enrollment with Paul Damp and they don't pay their bill with Paul Damp. It does not affect them getting a diploma from Franklin High. >> Oh no ma'am. No ma'am. No ma'am. This is just this is just if you want it's like an an enrichment. If you it's a luxury. If you want to make sure that your child gets an associates degree ahead of time, then you you have to pay for it. >> Okay. So, no matter what's going on with the child and quality camp, if they have a huge bill, it has nothing to do with them graduating from
070Franklin High. >> No, no, >> no. Those repercussions >> th those students, they're they're getting two degrees. So, instead of them getting two degrees, they will get a high school diploma, not the associates. But it has nothing to do with their high school graduation. >> Okay. It's between the parent and Paul decant. >> Yes, ma'am. >> And is there a number of how many general study courses will they take to get that certification? >> I think it's 22. I think it's like 16 or 22 courses. I'm not credits. I'm sorry. Not not courses. Credits. Thank you. Mhm. >> And for the associates is 60 credits. >> Yes. Mhm. >> So that just means if they choose to go on the camp scholar, they already have that first part already done. >> Yes. >> Okay. So
071it wouldn't hold against them with the camp scholars giving them two years. >> No. Okay. Okay. >> Okay. Next slide, please. All right. Any other questions? >> No, ma'am. >> Thank you so much. >> I'm freezing. I need my cup of coffee. >> Good evening, Madam Chair, members of the board. Uh this evening I'm uh sharing publicly uh the school crisis management plans. Um again the code of Virginia requires that each school board uh ensure these uh crisis management plans are in place at the division level and for each school within the division. Um it also requires that uh the superintendent identify the emergency manager uh for the division. Uh I serve in that capacity as the assistant superintendent of operations. Uh the department of criminal justice services has really helped local divisions by providing
072a template to use for uh the crisis management plans. Provide some uniformity for not only the divisions but uh when the plans are shared with local first responders um they they know where to look, they know what to expect. Uh the these plans have been developed in collaboration um with school level leadership uh and division level support uh with some feedback being provided to make sure that we have accurate information that's available for these plans. Uh and again these pieces were shared in close session uh relative to the sensitivity. Uh we want to make sure that we have safe procedures. Um and so that's why that was discussed in close session. Uh next slide, Miss Davis. Thank you. Uh, one part of the crisis management plan spells out the drill requirements for the the division.
073Um, uh, there are actually three separate codes that spell out how fire drills are supposed to be conducted. Uh, and each three have different levels of expectations. So what we do is we uh utilize the most strict version uh to ensure that we're in compliance with uh with all laws. So we can expect one uh fire drill per week for the first month of school um and then once monthly thereafter. In terms of lockdown drills uh we are required to have one within the first 20 days of school. So for uh for us this year, that 20th day is September 25th. Uh we're also required to have at least one more after the 60th day of school uh which is December 9th. Typically that second drill uh that second lockdown drill is conducted during second
074semester uh just to ensure that there's kind of a balance uh in the drill time that that we have. Uh the other thing that I want to be sure to highlight for families and community members um is that there is a requirement of notifying families at least 24 hours in advance of a lockdown drill uh so that they can discuss that with their children uh so that they're prepared for that when they're coming to school. The earthquake drill um it's that's one of our easiest drills to remember. Uh it is conducted on October 17th at 10:17 a.m. So uh we're again participating in the Great Southeast Shakeout. Um and so we'll we'll have some information on that as we get closer. We're also required to conduct at least one tornado drill annually uh and conduct
075two bus evacuation drills. Um so we have the dates highlighted. Those are already on the calendar for both schools. I'd be happy to answer any questions that you might have. >> All right. Thank you. >> Dr. Carter, Miss Boon, school board, and those assembled. Good evening. >> Good evening, Miss Moore. Um, so J July was the first month of our new fiscal year and I've included a copy of the city ordinance from the city of Franklin appropriating our our initial budget for fiscal year 26. On the left you can see that their revenues um federal, state, local, and other. and the self- sustaining nutrition fund, self- sustaining textbook fund, and the grand total was 21,299,411. And since go back, please since um that's our revenue budget, that's how much we can spend on our expenditure
076side. And the um city has appropriated this budget by category categorically for example instruction administration transportation etc. And um you'll see as I go through this presentation that our budget in our current financial reporting system matches this ordinance. >> Quick question before you go on. >> Yes. >> So those those um categories Is that a BDOE recommendation or is this the city that is actually recommended that how does that come about to go through those particular and what percentages are determined? Is that determined by the city or is that determined by the school? >> The um expenditure um categories are mandated by Virginia Department of Education. Those codings 6100 for instruction etc are set by Virginia Department of Education and those codes are to be used in the annual school report that goes to legislators
077and others. So we really don't have much control over how those categories go. Is that correct? Percentages. I mean in the budget I assume superintendent the school board will approve a budget but how is that budget determined for those amounts? Is that a city set budget or is it a school division set? >> The school division is tasked then with once we get the ordinance making sure that our financial reporting system matches that ordinance both by category and in total >> and in total. Okay. >> Okay. Um this is the uh July results. Um you can see that um we've only collected 7% instead of 8% of our state funding. And that's because the standards of quality funding starts coming in in July. But um incentive categorical lottery all the other programs we get funds
078from the monies don't start coming in until about January. So um I've highlighted the three largest variances um the three variances that are over 8% and I will now explain uh what those discrepancies are. So these there are expenditures that we have that are annual in nature um one-time non-recurring things and we also have things pop up that were unexpected expenditures. So in yellow I've highlighted administration and we spent 10% of our budget instead of the eight. We had annual expenditures to the Pierce group and to our financial reporting software for our annual renewals and that came to $65,000 and had we not had that $65,000 we would have been below 8% spent and how that will resolve itself during the year is the revenues will be coming in faster than the expenditures. The second
079variance I have in orange is operations and maintenance. And of course, we had our annual insurance premiums. Um, and we had um the gym floors that we do every year. We had some HVAC repairs at JP King in at Franklin High School. And we also had an unexpected um sanitary line replacement at um JP King. and that came to 341,000. Um, and again, absent those onetime expenditures, we would have been under the 8%. In blue, we have technology and we spent 26% of our budget because at the beginning of each school year, we um purchased Chromebooks for the students. And so those explanations taken together are 613,000. And that that would more than explain um the budget variance for this month. >> So quickly >> we have spent over our budget, right? >> Yes. >>
080We have a budget of $21 million available to us now to use. >> Okay. So that's there. That's in the bank. we can distribute that accordingly. Yes, we're above budget, but that money is available. We're not spending stuff that has not been appropriated. >> That is correct. >> Okay. Just want to make sure that >> and like I said, there are annual expenditures that we pay only once a year that hit in July. There are also um one-time expenditures that we don't expect to recur. This is the self-sustaining textbook and nutrition funds. Um we haven't had expenditures in the textbook funds other than the bank fee. And for nutrition fund um the expenditures have been relatively low due to uh July being the summer school period. Next slide please. Under federal grants um normally what
081we have is that the June federal grant reimbursements have not come in yet in July. However, we have escalated our process and filing reimbursements to make it more timely. And we did collect $200,000 of the June expenditures already in the month of July. We spent 23,000 in instruction in the month of July for grant funds and we have already filed for those reimbursements. We expect them in August. And this this brings us to the overall total. You can see it matches the city ordinance of 21,299,411 and also by category instruction admin etc. Are there any questions about July? So just looking I'm sorry go back please. So here we got a negative 239912 correct in the actual operating surplus deficit that's a deficit of 239,000. Is that correct? Am I reading that correctly? >> Yes.
082And that is in our actual expenditures. >> Yes. >> So that means we have spent over budget >> for July. Yes. >> For July. Okay. So when does that come? I guess we're assuming that we're going to get that. >> Yes. Again, the VO BOE funds start coming in more in January. >> In January. >> Yes. So here again, this is where I'm confused because yes, we have a budget. We have so much we can spend per month and so far for the month of July, we're over spent by 239,000. >> Yes. >> Am I I'm understanding that correctly. So >> I assume we we're going to erase that as time goes by. But are we stepping in >> I grew up on a farm. Are we stepping in the manure because we're over budget?
083>> No. or should we have waited to spend some of those things until we had those funds available? >> No, the um we collected 8% of our revenues overall. And so that $21 million budget is an annual figure. We just track the percentages month by month in order to ensure that we don't overspend what we are able to cover. We had this exact same problem last year except for it was much worse because the VDOE funding was based on 923 and we were actually at 1057. >> So there's some initial July expenses that have to be incurred to start the school year before those funds come in. >> But who's covering that deficit right there of 239,000? Right now it's just uh a deficit on our books and over time it will be uh reduced.
084>> Is a deficit on the the books but who's is the city floating us that money? >> No, this is um the financials um I'm getting ready to talk about cash in a minute but the financials all the expenditures are recorded as incurred. Um whereas when we talk about cash and bank balances it's only when the check hits the bank. So, if you could go to the next slide. Um, we um the total dollars that we took in in the month of July alone was $1.8 million and the total dollars that came out of our bank account is $1.1 million. So, as far as the bank is concerned, we have 653,000 remaining that we can start using for August. >> Um, >> just a quick question. Was this also the philosophy you last? >> Actually,
085we're putting uh a review since the city's accounting system no longer tracks cash balance and and working with the treasurer's office to determine which checks can be released. I have taken it upon myself to create a tracking system and work with the treasurer so that we do not get in a position that we were in last year. We have a schedule day by day. How much cash came in that day, how much cash went out that day, and how many checks were written, what what checks are outstanding. So, uh I do not anticipate that to recur. >> Okay. And you're working with the treasur, you said. >> Yes, ma'am. >> Um another question you talking about last year, the deficit or the that we went over last year owing to the city, is there a
086plan to give them their money back? Do we have that plan as a school board? The city has not completed their FY24 audit. So, we really are not in a position to talk about fiscal year 25 with them at this point. >> Okay. But when they do, if there is a deficit, if we do owe them money, are we going to make a plan to repay the city back their money? >> I hadn't thought that far ahead. >> Okay. >> That did not count our beginning balance of 3.8 8 million. But when you have a per a personal check checking account, you've got what's your beginning balance? You got checks and checks going out and you've got checks coming in and you have an ending balance. So if you spend if you have $1,000 and
087you spend $1,200, that does not mean you're in a $200 deficit. It just means you dug into that beginning balance. So on the next slide I show you our beginning balance. >> Does it make sense? My maximum money is $1,000 and I spent $1200. >> No, your beginning balance is $1,000. You took in let's say you took in a th000 but you spent >> you have a beginning balance of $1,000. You have your activity during the month and if you've overspent during that month, you just eat into your beginning balance. >> I understand what you're saying. I'm saying you're saying I only have a set amount of money to spend >> and I spent more than that. >> It doesn't there we had 3.8 million in the beginning balance. So the 3.6 million is not
088a deficit >> and that's been certified by our auditors. and and as the city becomes more ready to talk about fiscal year 25, I'm sure that their their auditors and our auditors will be able to collaborate to resolve that issue. >> So, our auditors have finished. We're just waiting for the city auditors. >> Yes, ma'am. >> So, we could go ahead and collaborate and see what's owed or >> not owed. Okay. We're actually having to postpone our audit because we have not uh received anything from the city for fiscal year 25. >> Understood. So on the next slide, um you can see that >> before we get off of that, part of this problem is a is a wording problem because we get a grant, we have to spend the money for the grant, then
089requests reimbursement, and the money comes in to cover that. So we're always overspending, but at the end of the year, it balances out. We're not overspending. We're getting grants that we have to buy upfront and then be reimbursed for. >> Well, my financial report will be transparent as to everything going on with our financials, good or bad. Um, now against that 653,000, we know we've written more checks because the checkbook balance is always going to be a little bit less than the bank balance because you deduct your checks when you write them. The bank is going to deduct them when they get them. So really for planning purposes, we ended the month with 254,000. >> Okay. Are there any checks that's being held by the treasur that is not paid? >> No, ma'am. >> That
090you So all of that has been cleared up. Yes, ma'am. the checks that were held. >> Okay. Um, next I have the July vouchers and I've separated them this month into cafeteria, which is its own self-supporting fund. And you'll notice those expenditures were light this month because it was summer school. Then I go into general fund. if you'll flip through those. The next few slides are general funds. And then lastly, I have listed um grant funds where we've made expenditures and we are awaiting reimbursement. Any other questions? What is it mean by student incentives? Go back four lines. Four. Four. Four. Because you went too fast. >> Could you go through my glasses? >> Well, >> much. >> There's a line up there that says um students incentives. What actually is that? >> We have
091a couple of codes for student incentives. Some are so incentives. Some of them are attendance incentives. Um, >> so is that something that the teachers buy and they get reimbursed? Is it something that What is it? >> No, ma'am. It's a budget. >> Can we start from the first screen with all the information and then go through each I want to read them. I I can't read as fast as the clicks. >> Looking down the largest allied instructional services is um the therapy that we provide to our special needs students. Mhm. I know what that is. >> How many do we have on that program? And is that a monthly bill? What is that? >> It's a monthly bill. >> Is that an average for us? 25,000 a month. >> Yes, sir. >> How many
092students are we helping with that? Do we know? >> I mean, we have an exact number. I just don't do services. Is that sorry >> you can go ahead. >> No, I'm just saying that's a local service. This is a contracted service. Is this a VDO? >> I need speechy. >> That's what I was going to ask. >> Okay. >> Do they come to the schools? >> Yes. >> Okay. >> Yes. >> And this is the July summer school. >> These are the the ones that we paid in July. It could relate to June or May >> because we were catching up on our expenditures in July. That's what I just asked about the students. >> Explain or describe exactly what the student attendance incentives are. Yes, we have student attendance incentives at each school
093which we have implemented over two years and with that program we have closed attendance gaps bring them into into the yellow zone now because we offer opportunities for students to participate in different activities. They have weekly incentive um for classrooms that come and you can do little challenges against each other. We also have gatherings and different things that they can earn incentives for for getting kids on to school on time, getting them to participate. And we have a whole program. It's kind of centered around that with our family engagement specialist, school counselors. They're trying to motivate attendance. We have like a also we added like a program where the kids can come and earn points and attending being active participants also come to touch base that's geared towards families and students academically and it's like
094a incentive program to kind of support them. >> It was also something last year where it was something along the lines of Mustang bucks >> and what they did was they went and brought little trinkets and things and as the children came in they gained these bucks which were Mustang dollars and I do know that the attendance um some of that was those little trinkets that the kids would go back in and trade their um Mustang bucks for or Bronco yet Mustang bucks. So wait, go back cuz that was 64,000 for dual enrollment. >> That's what I was talking about. >> Okay. With So we will no longer have that expense. >> Okay. >> Yeah. Because this is what we were covering and so we can't sustain that. >> So with general knowledge, we're not
095being charged that that's just Okay. Yes. >> Okay. >> Departmently first that no fund no community college in Virginia can charge for their certificate program. It would have been an expense but now it is not an expense that the parent division can require payment for that certificate only for the Thank you. Thank you for that. >> Yes, ma'am. How many students do we have going to the governor's schools? Chesterfield County other schools. for >> sorry we have four slides um for the acrobatics regional governor school which falls under Chesterfield County Public Schools and then we also have one slot for the Governor School of the Arts which is based out of Norolk. So we have five slots total between the two governor schools with access to get more if we would like. >> When does
096that is that a end of the year? Is that based upon enrollment? Is that just a how's that formula that we pay 36,000 to them? Do we know how that works? >> All right. So the tuition for ARS is currently $9,000 per slot that we have. So since we have four slots, that's what that's how that comes in. We have to provide transportation there and back every day. >> Yes. >> So, do we have four students there? >> So, we just had um one that graduated. So, now we have uh three students that are at arts. >> It's only paid with an enrolled student. It's not like an contract. We have four. We have to cover it. >> Yes. We are required to pay for them or not. restrictions. >> They have to >> correct
097>> no matter what we are required to pay for >> and how is that determined? Was that a divisionwide decision? Is that a schoolboard decision? Who decided we'd get four? Is that state? >> That's notision. Not sure exactly who makes it. It's probably their board that governs that, but we are required to pay for the open private school. It's not just Franklin City public school students. It's open to the community. >> So, we are scouting for someone to take that place that just graduated. Correct. We are looking for another student. >> We are students in the city as well. Okay. >> And we are one of 13, I believe 13 or 14 other divisions in this area that all participate. So from Franklin going back up toward the Chesterfield area. >> Okay. >> Yes. they
098are also eligible to take a >> All right, Miss Davis, >> the 120,000 is for the annual textbook transfer. Um, all of the tra textbook funds from the state come into the general fund and once a year we move them to the textbook fund. >> So if we don't use it, we lose it. >> No. So that 120,000 was given to us at one point, right? >> It was given to us in the general fund, but it really belongs in the self-sustaining textbook fund and we can carry those funds over from year to year. >> Okay. It says bus camera DVR replacement. Did something happen to one of our new buses? The cameras >> that is additional purchase. So we have two cameras that are positioned so we can see what's happening in the seats.
099Um this additional camera will allow us to There are no blind spots on the bus. That does not include the two dash cameras that we have up front. So, this is an additional camera that we're adding to each of our regular school buses >> to the regular school buses. >> Yes, ma'am. >> Okay. But, um, in between, how many years do we gain a new electrical bus? Are we getting another one or we're not? We're staying with our three that we currently have. >> Okay. What is gaggle annual renewal 15,000? >> Joshua will correct me if I'm wrong, but that's a service that we can use to monitor what students are accessing on our devices. So if they type in something >> inappropriate >> there's a message that we're able to track. >> Okay. And
100the mini split unit for mod 15,000 general funds. is our oldest modular and there was a period of time where we were to take all of some of the hback because most of that building has not been in use for students and so as we're preparing for choice we want to make sure that we have temperature regulated classes for our teachers and our students in that program. So the mini split is a small unit that you typically see near the ceiling that is able to relatively large space. It's the most economic option that we have as it relates to replacing some of our agents. >> I have another question for you. Um Dr. Walters or Dr. Carter specialist mod. What is that? Mod C where the specialists are cor our newest mod. >> Yes ma'am.
101>> Are we in fact getting an awning for it because our children are getting soaked when it rains? >> Yes ma'am. We're in the process of securing that >> because I do know that the teachers did not go into the mod because um regular classes basically they were getting wet but now you have the specialists there. They're getting wet. So, do have a time frame. >> Thank you. That's the third time I asked. Thank you. Jesus, we could change him. Um, the 47,000 and 3,000 there to RDA systems. That's our financial reporting software annual fee. the 33,575 for um school facility services is only the first payment um related to the JPK sanitary line replacement >> and the complete total of that project is for the sewer line in JP King 169. You could change
102him, Miss Davis. Is everyone okay with this one? The repair to the bus for almost 8,000. Is that a new bus or older bus? >> One of our electric buses. >> New bus. >> I don't recall that particular. >> Please follow up. That's a high repair for a new bus. Are we in fact going to use spot my bus this year? >> Okay. Okay. And then this page starts the grant expenditures that we're seeking reimbursement for. Can you elaborate on the grants because I do know when we receive certain grants, we have to spend the whole entire um grant in order to get reimbursed. Is that correct >> or how does that go? >> We they're reimbursed as incurred. So when we have a a payroll or if we pay bills, as soon as they're
103paid, we are able to request reimbursement for them. Um, and then there's a percentage for the title grants that you have to get down to and can only carry over. I believe it's 15%. So once again, I see the bus camera DVR. Is there a difference between this one and the first one that was on the two slides before? 18,225. Well, this one would have been paid for by a technology grant >> while the other was in general fund. >> So this 18,000 Okay. Explain that one more time. >> This Dell marketing um was bus camera DVR that we purchased using grant funds. Okay. >> And we will be reimbursed for that. >> So is that how many DV? >> Yes. >> So that there's communication back in the supervisor's office. So on the buses
104uh she has access to live video feed and I believe that is related to that service. >> So is it that half came from the grant and the other half was two slides ago. >> So the the tablets I believe are from the purchase and the cameras themselves are actually from the other. >> Okay. So just help me understand the whole concept here. So we have this grants >> for the the grants to receive money for this. We make our decision based upon the grants I assume or is it based upon a need? There's an annual plan for each grant that the grant manager sets forth exactly what they want to propose to spend each grant dollar on by category, employee benefits, um wages, materials and supplies, contracted services. And um during the year, if
105we need to adjust that plan, we will file a budget amendment >> and we will um then redirect our spending accordingly. If everyone's okay, you can change it, Miss Davis. >> And United Interventions is um tutoring >> that is covered by a grant. >> I know it says enrichment tutoring, but what are we really doing with the money? It says enrichment tutoring interventions. kind of high figures. >> That grant was written by the all grant. We were required to have um we were required to provide interventions for students through. So we a part of that grant is that we were able to hire United interventions who went and um they hire tutors that we put in our So um it was that money can only be spent for that purpose. >> So it was used
106to pay another company to come in and do interventions and so forth. >> Yes. >> Okay. >> Do the grants require certain companies? I mean is it is that a set already? So they give us a grant but then we have to hire United Interventions. We could have hired somebody else just as long as we use that but they were set up according to what we knew and >> they give us the requirements and then we write the basis to use one that's in your area that meets your needs and you can write them That's it. >> Any questions? Um, now I'd like to present five budget amendments. As I mentioned, um, the city of Franklin is still working on their fiscal year 24 annual report and so we have not collaborated yet on fiscal
107year 2025. And these first three budget amendments reflect budget amendments for fiscal year 2025 that um I'm presenting to the school board and then they will go to city council. And I will be requesting that um none of the budget amendments I did for last year except a couple were presented to city council even though they were approved by the school board and sent to to the city. So, I will be asking um that all of the budget amendments from fiscal year 25 be presented to the city for consideration, the city council. So, the first one is um an increase in the required local match due to our increase in uh average daily membership. And so the city had already provided 4.3 million and the required local match went up to 4,8005,571. So this budget
108amendment proposes to record the difference and accept those funds. >> So my question on this one is um >> requirement Is that right? >> Because we've actually had that number of students increase. So then we would increase this. Now my here's the question is >> can we wait till they approve that before we vote on it? >> Well, in general, our process has been that I would propose a budget amendment to the city to the school board. The school board would approve it or deny it. And then if it was approved, I would send it over to the city for pres presentation to the city council for their approval. And um I think we'll have to change that process a bit until got into this problem. Approved these are not whatever's happening with the city
109council, whatever happening, they're not being approved. I assume >> that's correct. I'll be asking for them to approve all of the fiscal year 2025, including these first three. Okay. So again, do we I I would propose that we have them approve first because we can't spend it until they approve. Correct. >> Sure. >> Yes. >> So maybe in the future we have you go to them first, get the approval, then we come back and approve it. Would that work? Is that too hard? I mean, I'm just asking. We know what's out there in the community, right? That we're spending money we don't have. I think we would have to approve it. >> Wait till they approve. >> We would have to approve it >> for them to approve it. >> Yes, >> that's that's the
110stand. I mean, is that the way it goes? >> Yeah. >> The problem was we spent things before the city approved it. We went ahead and spent. >> Because we had no way of knowing that these budget amendments would not be honored because they were based on previous commitments from year 24. Okay. So, the next do we want? Yeah, let's vote on these individually. >> Do we have a motion to approve the FY25 local match budget amendment? >> So, move. >> Do we have a second? >> Second. >> All those in favor say I. >> I. >> All those opposed, nay. >> Any abstensions? I want to vote individually. This collective thing I cannot do. Each person I I can't hear each person when everyone is speaking at one time. My ears are not as
111good as everyone else's. >> You're presenting them individually, correct? >> Yes, sir. >> Okay. >> I'm talking about the vote individually. Everybody's speaking at one time. I can't differentiate who's saying what. I spoken that before. >> Why do you belly? >> I'll hold on and listen instead of saying first. >> Go ahead with your second one. The second budget amendment is to accept the $2.8 million increase in state funding that we received this year. I would like the school board to approve that. >> Do we have a motion to approve the increase FY25 state funding budget amendment? >> I move. >> Do we have a second? >> A second. >> Now we are going to vote. Kent Grant >> I. >> Landa Parker. >> I. >> Reed Harrison. Yes, >> Christina Boon. Yes, >> Bob
112Holt. >> Yes, >> Miss Bailey. >> Yes. >> Any oppose? Any abstensions? Go ahead, Miss Morrison. >> Okay. The third and final budget amendment for year 25 is that at the end of the year, we received a tidings grant um to extend the fiscal year 2021 title one funds. These we did receive these funds and they must be encumbered by September 30th and reimbursements must be submitted in November and so this budget amendment proposes to accept those funds. Do we have a motion to approve title one allocation budget amendments? >> So move. Do we have a second? >> Second. >> All those in favor? Kent Grant. >> Hi, >> Landanda Parker. >> I >> Reed Harrison. >> Hi, >> Christina Boone. I >> Bob Holt, >> I. >> Miss Bailey, >> I. Um the the
113last two budget amendments I have relate to the current fiscal year of 26. The first one is we received uh funding from the state in June for bonuses for SOQ related positions in the schools. We received $121,292. However, um as a retention incentive, we elected to pay that in August. So, I'm asking the city council to appropriate a budget for the 121,000. I'm not asking for any money, just an appropriation to the budget. >> What does that mean? >> That just means that we need authority to spend as opposed to we don't need them to fund it. >> No. Um the money you were talking about that was money to give to the teachers as bonuses. >> Yes. >> And what is what is the outline? How are you giving it to the teachers? Who's
114getting it? >> We sent it to uh we sent a certification into the state that we were going to pay it in August. And it the standards of quality positions I can tell you who they are. um principles, assistant principles, teachers, um anyone that has to do with direct education. Um so we've already got the list of who qualifies. >> How did you qualify them? If they're in one of those positions, >> one of what positions? If they're a teacher, because it's broad. If they're a teacher or a principal or assistant principal, they automatically get the money. >> $1,000. Yes. >> $1,000. So they all get the same amount. >> Yes, ma'am. >> So all the teachers and all the principles all get the same amount. >> Yes, ma'am. >> And that money is supposed
115to be released to them this by this month in August. >> Yes, ma'am. >> Okay. So if we vote on that, it they they will get the money this month in August. >> Yes, ma'am. >> Thank you. >> If the city approves it, >> right? But we're mandated to pay it. Even if the city does not approve it, >> we would have to have that conversation offline. >> Okay. >> Do we have the money to pay it? It was given to us already, right? >> Yes, we have the money. >> But it was given to us. >> Yes. >> Okay. >> And this is for the staff from the 242 school year, correct? >> The ones that are returning. Yes. And this would just allow us to have an expenditure budget to cover the expenditure
116because it was in last year's budget. And BDOE has said that this carry forward entry is permissible. >> You said this is for the 2425 year >> for the teachers for the >> who were there in the 2425 year that are returning. But even if they're not even if they're not but if if it was for the 24 25 year and they worked that year >> why why if they decided to move on with their careers they >> because I have because as superintendent I have that option and so does everyone else in the state of Virginia to either pay upfront or use it as retention bonuses as long as it's given uh to the staff uh before September. And so and so I decided that uh that we would hold those four retention bonuses.
117>> So even though they work successfully due to 24 25 year, they won't get it if they didn't return. >> Correct. >> Wow. >> I'm not the only district that has used that form. You can check with many other school districts that use that as a recruitment and retention strategy. Can we go ahead, please? >> The final budget amendment I have tonight is um the um Department of Criminal Justice Services has awarded us a grant through the city for $51,385 and that would cover one additional school school security officer. >> Did we need to vote on what you on? >> We didn't vote. We didn't do a motion. I didn't do a motion for the last one, Miss Morrison. >> Okay. Do we have a motion to approve the carry forward from FY24 to FY25
118the state funding for SOQ budget amendment? >> So move. >> Do we have a second? >> Kent Grant. >> Hi. >> Land Parker. >> Hi. >> Reed Harrison. >> Yes. >> Bob Holt. >> Hi. >> Christina Boone. I >> Miss Bailey. I >> Okay, >> question. What happens to the money that's left over being that some of those teachers didn't stay? >> We we did not have enough to pay $1,000 per position in this 121,000. And so using as a retention bonus allowed each teacher to get the $1,000. >> That didn't answer his question. also uh I think we had 34 new teachers. So that means that you know those 34 I suppose the money is the ones that we retain. Correct. >> Yes. I can answer that. So what we did was bonus for
119instruction and the money that was left over. So everyone that's returning is getting the bonus. >> Yes. >> Get the same amount. instruction um instructional staff got 425. What about the maintenance workers? >> And did that take away all the money? Was there a balance left after that? >> So it is depleted. So, with that being said, that just means that central office did not get a bonus like they did last year. >> Correct. Thank you. Thank you. Thank you. >> Jesus. >> Go ahead, Miss Morrison. >> Okay. Um, the last budget amendment I have, as I stated, is to accept a grant from Department of Criminal Justice Services for one additional security officer. It does have a local match requirement of $14,820 and that's already in our budget. >> So, we are asking that
120an additional appropriation of $36,565 be added to our budget and the city council did approve this on August 11th at their meeting. >> Do we have a motion to approve accept the grant from DCJS to cover the cost of one additional school off school security officer? I move >> second. >> I'll second. >> I I just have a question. Where's this other officer going? >> So, each of our schools will have security offic grant. I >> Desanda Parker. >> I >> Reed Harrison. >> Nay >> Christina Boone. I >> Bob Reed. >> Bob Hope. >> I'm Co. >> Hi. >> Wadia Belly. >> Hi. >> I know this has been a long presentation, but I do welcome any questions or concerns at any time. U my contact information is on our website. >> Thank you,
121Miss Morris. Thank you. Okay. Okay. >> Okay. >> I don't know. So, why don't we do it all over again because I don't recall. >> For number one, do we have a motion to approve the FY25 >> and the second? Okay. So, we need to vote for the He asked which one, so I'm clarifying. >> Yeah, please clarify. Say what it was again. It was Did we have a motion to approve the FY25 local match budget amendment? We already have the motion and we have the second. So, we're going to individually vote. Kent Grant, >> I >> Lanna Barker. >> I >> Reed Harrison. >> I >> Christina Boon. I Bob Hope. >> Hi, >> Miss Bailey. >> Nay. >> Yes, ma'am. Do we have any school board business? That's not the way it's up
122here. Under there, it has schoolboard business. Then it has citizens time. >> Okay. Citizens time. Mr. Lamont Hill. Okay, sounds good. >> All right, good evening. Uh, Lamont Hill, 500 Vons Lane. Um, you >> Thank you all for allowing me this time to speak. Uh, Mr. Grant, it's our first time meeting. I want to tell you I was at women Mary with a couple students when your son was named captain and it was a proud moment for me to know who he was and I shared that with them. So, um, just a little couple things about leadership. We heard a lot of heard a lot of stuff tonight u but nothing really centered around the kids and you know more often than not we hear that the kids are our future and um I say
123that they are our now the advancement of technology has opened up way more opportunities than we ever saw at their age and what is FCPS missing is consistency. Every school will have new leadership this year and unfortunately for the kids at SP Morton this is nothing new. Um, define leadership. Leadership refers to the ability to guide and influence individuals or teams toward achieving common goals, which should be our keys in this in this case. It encompasses a set of mindsets and behaviors that align people in a collective direction, enabling them to work together effectively, enabling them to collaborative direction involves hearing them and their opinions being welcomed. Um, but that's not the case here. Um, leadership involves motivating and directing others to take necessary actions for success. Again, not the case. It is fun, it
124is fundamentally a social process that allows individuals to collaborate and achieve results that they cannot accomplish alone. Again, you come together as a team to hear everybody out um to come to a a consensus on something. Um, it just seemed like it's one way in Franklin City Public Schools. So, a couple questions for you guys. Was it effective leadership to close a failing school and create programs that still didn't provide students with the basic foundations of learning, reading, writing, and arithmetics? Um, was it effective leadership to continuously present misleading information to the school board and the stakeholders? Um, you guys aren't dumb. Y'all know you can see the VOE website for yourself. A lot of the stuff that you've been presented with was bull. Is it effective leadership to suspend teachers or issue letters of
125no trespass to those who see through your fraudulent ways and aren't afraid to speak out against you? Your mentoring program that doesn't apply to everybody. That's that only applies to those that see what you see. I know that. Um so as a stakeholder cuz I paid your stipens, I pay your salary. Um, I have a vested interest in the product that we are releasing into the world, which is our kids. As a stakeholder, I see a felon leadership team that needs to be held accountable. As a stakeholders, our great our kids will greatly benefit from with your resignation immediately. You're killing our kids. You have no interest in this community. Thank you. >> Thank you for your word. Thank you for your presentation, Mr. Hill. >> No problem. Thank you. School board announcements, presentations, schoolboard
126business. >> I have one item. I was fortunate to visit the Old Dominion University mobile clinic at JP King yesterday and I talked to the nurse and the students working there and they told me that they average 25 adults per day when that clinic is open. So, I think that's off to a great start. Thank you all for that. I have a question. [Music] >> What is the proper protocol to try to get a topic of discussion on the uh close session docu? it is presented to me and when it was closed because there's a certain time frame is when it can be added on to it. And that phone call was actually done after 12:00 I believe or 2:00 when I was told in a text that I needed to get in contact with
127Miss Davis to have something placed on close session. >> The first time I asked for something to be placed on the It was also done around that time as well. >> No, I only got one thing. So, what was told to you was that it can go on the next school board meeting was actually what was told to you? >> Mhm. So, I didn't forget about it. It wasn't closed and there's no decision made on it. It was just moved to the next meeting. >> So, it will be placed on the next next. >> That's what I told you. I didn't stop from what I told you. I told you the next closed meeting, it'll be placed on it. And the next date, Miss Davis, is >> Yes, ma'am. >> September 4th. >> It's September.
128Yes. September. >> I'm need to be done before 12:00 you ask if something What it is is that you bring it to Miss Davis's attention and Miss Davis cannot put anything on the agenda unless I know about it. >> And that's what happened. And >> yes, yes, you did. You did it correctly. And I did instruct her to put it on our next agenda meeting, our next meeting. So it wasn't not put under the table, slid in the pocket or any of that. It's going on the next one. >> Yes. Well, you won't see. He'll see because he'll be in close session. >> Well, the only reason I'm asking is because during the last session when we were having the conversation as to be held over our next, >> you know, meeting it closed out,
129>> right? >> Well, it actually didn't get closed out. You asked for it to be tabled without a further date being given >> is what I remember. Okay. >> Okay. Thank you. >> No problem. Did you have something this fall though? >> Um I just wanted to also bring to the board's attention that at our next meeting there's some information that I have regarding RS intuition that I need the board to have a discussion on. not a vote, but we do need to have a discussion regarding tuition for arts, but we'll do I'll have request to have that put on um our next our next agenda, our next meeting. >> Do we have a motion to adjourn? >> I I have a question myself. Yes, ma'am. >> Um I've not been in the country for
130a minute, so I wasn't apprised of anything that has happened recently. I had no contact, phone, email or anything else. >> Who made the decision? Because I recently seen a letter that was sent, I don't know if it was by central office to Audrey Lee. Who made the decision to send that letter to her? >> I consulted with the school board chair and the letter of concern was sent to her. So, it was just you and the school board chair ahead of time who made this decision and who consulted on it? >> Yes, ma'am. Because there actually was no action taken. It was a letter of concern. If there was a a true action taken, then I would have consulted. I would have had to go into the board. >> Oh. Um, the the letter
131and I think many people saw it because it was posted publicly. It was given to her by an officer. It wasn't someone who just handed to her. She was actually given it by officer in open public. It wasn't done privately. It wasn't done discreetly. It wasn't done between you and her or between since it was just you you two who knew about it. It wasn't done by Miss Boon and her. And the letter actually the way it was written, it was action taken. It was saying if then this, if then that. um it accused her of certain things and I haven't had a discussion with her but I don't know if anything was discussed with her before that letter was written with those accusations in it. So did anyone discuss the accusations in that letter
132before you two wrote it and had a police officer give it to her in public? >> There was no need cuz we know what happened. >> No, no, no. It's just a yes or no question. I I had to say yes or no question. Did anybody discuss the accusations before? Because before I'm accused of something, >> there there was no need because it happened and it was done in front of witnesses. >> So, did anyone ask her or discuss it with her? I just was looking for a yes, no. Did anyone discuss it with her before it was given to her so she could defend herself or explain herself? Did anybody? >> She didn't. No, but she can come talk to me now. >> So, no, nobody did. So, um are you now saying she
133can have a discussion with you? Yes, she can. >> Can she have a discussion with the entire board so it can be more than just a one-on-one? Because I don't want her to be able to say you said something improper to her or vice versa. So, can she come in close session and speak to all of us about it? >> That would be up to the board chair. >> I I know. I'm asking >> cuz we don't have anything to hide. So, can she come in close session and have her discussion with the entire board? >> Yes, she can. >> Okay. name is Lee, could you please make those arrangements? >> Yes, ma'am. >> All right, that's all I had. Um, one other thing, Lamont Hill, I I I don't know you personally, but your
134words did not fall on deaf ears, and you did have some valid points. Just wanted to say that FYI. [Applause] >> Do we have a motion to adjurnn? >> So move. >> Do we have a second? >> Second. All in favor? I >> I