001Mhm. >> The Finance and Facilities Committee meeting is called to order. First on the agenda. Agenda approval. Do I have a So moved. All in favor? Aye. Aye. We good. Okay. Second. Dr. Superintendent, you want to talk about the bonus or Yes. Ms. Jennings is going to give Good afternoon, Chairman and members of the Finance and Facilities Committee. I actually provided you some data at your seat regarding this year's governor proposed bonus for school divisions. So, it's considered an SOQ bonus and they have approved within well, they are approving within the General Assembly up to $1,500 per employee for SOQ positions. So, the school division can choose how much we give our staff as long as it's an equivalent amount. So, we have the discretion to determine the bonus amount to spread it as far
002as we need to spread it. This year they're allowing us to give the bonus in current year or in fiscal year 2027, which is very helpful this year. So, they will provide us the funding as of June 1st and whatever year we decide to give it, we will reallocate it if we choose to give it next year. We do however need a decision from the finance and facilities committee tonight regarding the bonus to make a recommendation to the school board at the next meeting because the superintendent has to certify that we will be giving the bonus by May 1st. So, these are our last two meetings before that deadline. If we do not certify that we are giving a bonus, then we forfeit that funding that's being put on the VDOE calc tool to provide
003us their their portion of the bonus. So, we are coming to you tonight for you to make a decision. I have provided on the handouts that you have before you, how much the state share is providing for you us for FY26 and how much of a local cost it will be to pull down this bonus. So, the state share is coming in at 794,461. The local cost of that would be 487,343. So, we're presenting to you two options to give out. Yes, sir. I was just trying I was trying to see are the board members included in any of these categories? They can be if you so choose. But I think we you know, they already we already achieved that. Yes, sir. They can be if you so choose if you direct staff to do
004that, then then we can do that. Even if we do the part-time number or something, so these guys, I mean, in this year, many of them have put in way above and beyond. I completely agree with you. So, looking at the agenda item details down towards the bottom, it provides you what the VDOE calc tool will be giving us. Okay, that's on these sheets? No, sir. That is on the actual Yes, sir. Yes, sir. Down towards the bottom, the cost of an SOQ school division bonus, if we do the 1,500 for full-time and the 750 for part-time is going to be 2,454,940. If we do a $500 part-time and $1,000 full-time, it'll be >> and 636,627 dollars. So, the local impact, what we care a lot about here, the local budget impact of this bonus
005would be for the 1,500 category, 1,600 and and 60,479 and the 1,000 dollar category would be 842,000 166. Now, that is the amount after we take the state share out. So, that would be local only cost for that. Um staff is recommending with this the superintendent's um permission that we actually do this budget in this bonus in FY 2027 when new funds are available to cover um this this bonus uh for us. Now, what we would do is once we once the superintendent certifies and they provide us the funding on June 1st, we would ask the city to re-appropriate that funding into 2027 to cover that bonus in 2027. So, we'll pay it in June of 2026. Um Probably at the beginning of the school year. So, we'd use it as more of like they
006even put in their language of retention bonus. So, as far as >> Okay, so so people that sign a new contract to come back would be the ones that Yeah, and pay in the fall. Okay. Yes, sir. Um >> This year we can't afford it. No, sir. Okay. So, just looking at this, can we afford the 750 1,500? For for this year, we wouldn't even be able to afford the 1,500. So, we we can afford it >> We If we move it into '27, >> sir. we can afford the 15,750? Yes, sir. Right now, with the current with the current projections for next year's budget, we most likely would be able to cover that for for next year. Yes. >> something changes from the state, we would have to So So, what we would do
007is we would monitor our budget lines, and if perchance we had some unbudgeted large expenditures hit, then we can adjust the bonus accordingly mid fiscal year 2027. Um but, right now, barring any of that those variables happening, we would like to give staff the max that we could give staff un- with the understanding that it's going to be a significant local investment into this bonus um for our staff because we have to pay the local uh share of it. Okay. So, yes. >> so I understand. So, Mr. Aileen and I are going to be voting whether or not to approve the 1,507.50 with the understanding that if something happens going into the '27 that affects that, it will it may change to the the 500,000. Yes, or as much as we can afford to give.
008Yes. So, we're basically approving a bonus with the dollar figures subject to change based on new information. >> Funding. Yes. >> budgeting information. >> Yes, funding. Yes. Allowability. >> You sold us. Oh, thank you, sir. Thank you. So, Um uh but, yes, what I would need for you to do is vote to recommend that to a full um school board, and then we could I'm moving we take this to the whole board. Yes, I agree. All in favor? I. I. Okay. Excellent. Thank you very much. >> We'll have that on Tuesday's agenda. Yes. Yes, sir. All right. Consent, correct? Consent? Yes, that's where it was on the agenda. >> Okay. Yes, I think we already had it on the consent agenda, so Okay. Thank you. Um but we wanted to discuss it just one more
009time. Okay. Um next on the agenda is reclassification of HVAC maintenance positions. All right. This is going to be you, right? I'll do you presenting it. I will present it. I have been uh given a request that so some of our highly skilled maintenance craftsmen positions um are being courted by other private industries for more money. And so to offset that and to keep the highly skilled labor, we would like to look at reclassifying the maintenance craft craftsmen to HVAC positions um and to provide them uh more funding to compete with the private sector. Um the impact to the budget for the increase uh of making them more marketable here would be approximately $90,000. So >> Total or Total for all of the positions. There are um Hey, slow down just a second. I want
010to look at them on the schedules. So they would be What are they now? Schedule what? They are schedule C. Schedule C. >> Yes, sir. Maintenance craftsman two. Yes, sir. And we want to move them to a schedule G. Schedule G, which is Their positions aren't currently on there. But I'm saying so that would be the equivalent of a tech technology tech of a I'm trying to see who who's on there. I believe there's some supervisors on there. It would be elevating them to a to that level. So we'd just be keeping the same name. We'd just be changing their classification. >> Where it where it resides. >> to the schedule G classification with the same name as um What is that? Schedules In schedule C, they're known as the um maintenance craftsman two Mhm.
011HVAC positions. So well So the maintenance craftsman two uh would be carved out and HVAC would be added to that particular um employee type so that we could move them to schedule Z G. The strictly the electrician What I mean, the HVAC is What about our electricians? Um Trying to think of the people I see roam around in that building under you, Don. Would that take care of all of those positions like the electricians, the HVAC electricians? Who else we have over there, skilled? Well, under that we have plumbers. Plumbers. But I'm I'm So, do we need to distinguish those or we can we categorize everybody will fit in that category? So, right now we're looking at HVAC only. Because it's it's about seven, eight people. >> Eight people. Okay. Then working our way through
012just bite-size pieces. Okay. >> It's not such a large number. All right. So, who will be looking at next if we in that highly skilled category? Um we've we've looked at our diesel mechanics. We've looked at our plumbing, electrical. Like these these trades positions we do have to be able to compete. Right, absolutely. That's why I want to make sure that we're Those are our top ones that we've picked. Okay. So, we're going to do HVAC first. Mhm. Um and basically we're just reclassifying them from schedule C to schedule G. And those are the that's the largest group of people. We decided to try to to reclassify the larger group first. >> Okay. And then um take it off. Okay. And it would be a $90,000 impact. Approximately a $90,000 impact. Over eight employees. Over
013eight employees, yes, sir. Okay. I move that we approve this. Well, let me ask a couple of questions. Absolutely. So, the the criteria that you all are using, does that compare with other private companies in the area? Yes, sir. Um that we did an analysis >> an analysis on that. So, when you move to the next category, is that going to be an additional 90,000 or how's that going to work? So, it depends on the number of employees and what the the the standardized pay is across the industry within our region. So, I I The potential could be higher or lower. Is that I I would anticipate it to be lower because those categories have fewer number of people in it. Um but I I can't tell at this time. We just focused on the
014HVAC um because we we currently have some private companies um uh recruiting these uh employees. Okay. So, do they have the same level of training as the private sector people? Yes, sir. And in some cases more. >> More. Okay. Yes, sir. Is there enough? Okay. I've I've seen them. I've worked close to them. Yes, I'd say we take this to the whole board. Absolutely. I agree. I don't want to lose good people like that, especially those kind of positions. So so moved. So moved. All right. Thank you. Um next we have Perkins five local plan. Yes, sir. It's a good >> I saw that it's a five. Yes, it is. It's a Roman numeral five. >> All right. Is that something we're going to Yes, and and it's all on BoardDocs also if you wanted
015to follow along there. Um I'll refer to it in BoardDocs. Um But for the most part we're going to we're going to breeze right through that All right, let's breeze. >> There's not a whole lot on there. Um it's more for reference. >> Okay, let's let this Yeah, okay. All right, so while there is a presentation to accompany this, I am actually going to breeze right through this uh the first several slides. Um in short, the Strengthening Career and Technical Education for the 21st Century Act states that the CTE General Advisory Board should review the Perkins five local plan and provide feedback. Prior to spring break, I shared this plan with the advisory board and it received no recommended changes to date. So, the letter that you have in front of you on BoardDocs is
016a summary of the Perkins five grant local plan for career and technical education for the 26-27 school year. This is a federally required plan that outlines how we align our programs, performance goals, and funding to support students in high-demand career pathways. Okay. Now you'll see several slides that walk through required components, things like certifications, performance data, and the set the different schedules tied to the plan. As I mentioned, we're not going to take a whole lot of time and spend going to a whole lot of detail on those slides, but I wanted you to have quick access to them for for reference. Um and these areas uh discuss what the grant actually specifically calls for in those areas. These pieces also ensure compliance and show how we're measuring success, continuously improving our programs. What I
017do want to focus on is how the funding is actually used. These figures are based on last year's allotment and the 3.27% long-term inflation rate. First, a significant portion of this funding, $174,142.78, is dedicated to equipment and hands-on learning environments. This ensures students are training with industry-standard tools aligned to high-skill, high-wage, and in-demand careers. This funding will also be invested in instructional software. Specifically, $43,204.55 to support curriculum and student achievement in those programs. Another key area is professional development for our teachers at $21,602. Mhm. So they stay current in their fields and bring that expertise back to the classroom. Mhm. This funding will also support special populations and non-traditional students through targeted outreach, career exposure, and work-based learning opportunities. And finally, this funding would provide support for CTE student organizations so students can compete and
018gain leadership experience at regional, state, and national levels as you as you have seen most recently. In total, the Perkins funding request for this plan is approximately $282,837.19. These funds directly support student readiness, whether that's entering the workforce, earning certifications, or continuing into post-secondary education. We appreciate your continued support of career and technical education, and we would appreciate your support in moving this request forward to the full board for approval in the April 21st school board meeting. Mhm. Okay. Um Schedule four. Cuz that's been one of my concerns. How we reaching the difficult-to-reach? Cuz sometime when I see governor's school, STEM, um what's the other people? Um Yeah, like your alternative No, no, no, you're talking about the other programs. Um I see the same, and I don't see diversity of students in those programs.
019>> Right. Mhm. Um trying to think, what's the name of the college thing they give scholarships? >> Academy? Oh god, am I I don't know. Am I brain lost or something? Is it early college? I Early college, I'm lumping that in with STEM, early college, governor's school. And then there's one, you know, they got a office at both of the high schools. >> Are we talking about Beacon of Hope? Beacon of Hope, yes. I'm saying that when I look at those, I see the same students. And I'm not talking I'm talking about the same category of students, regardless of skin color or anything, I see the same category. And it still seems like there's another subcategory that they aren't reaching. Mhm. How are going to reach them? And how is this our Fort Hill students
020going to have access to are they be included in the special populations? Yes, so yes and there is actually defined characteristics for special populations in the grant. Okay, where is that? >> it down to individuals with disabilities, economically disadvantaged families including low income youth and adults, individuals preparing for non-traditional fields, occupations where one gender compromises less than 25% of employment, uh single parent homes including single pregnant women, out of workforce individuals, English learners, homeless individuals, foster care system youth and youth with no parents on active duty in armed forces. So, with that being said, in addition to that, yes, alternative education is going to have access to CTE. >> Okay, and then we're going to target those subcategories to include them. Yes. >> Cuz I think sometimes they don't get the some reason they need
021extra encouragement >> Mhm. to participate. You know, the ones like I say the ones that are in Governor's School, STEM, early college, they they're self-motivated. This group that I'm talking about will sometimes need outside encouragement to participate. So, if that's part of it then I'm all for it. Let's roll with it. One of the question, how much how much are we allocated for that special group again? Currently? Yeah. So, this year's I knew I should have pulled up this year's. This year's we have Well, while he's looking at I want to add something. So, I I used in former life, I've always said I've done everything but drive the bus. So, I was a CTE director. I used to write the Perkins plan quite a bit. So, it really for this this doesn't encompass everything
022that you need for CTE. There's a lot that you handle locally for CTE, but a lot of this is just equipment and things like that they may need for a program. So, it's not going to be all encompassing, but you write up this plan so that you can get that money. So, it's usually not um necessary delineated in terms of like this is how much we spend on schedule four and things like that. Um but I will say this, we recognize and that was part of like what I was uh I kind of did a touch point on it last night and then we'll touch it um on the 21st meeting cuz that's going to be part of our agenda of showing what we have for CTE and then understanding how do we like you
023were just saying, how do we encourage those kids to go into that? Because one of the things that was really telling um as I did my whole little classroom tour, we have some amazing opportunities, but you would go in some of the classrooms and you didn't see enough kids in some of these programs. I'm like, this is cool because I think about CTE when I was in high school, you had about four options. It was either type in business, you could do something in shop, agri well, where I was, agriculture and you may have had, you know, electrical. And so, you didn't have a lot of options. We have a lot of options, but it's a matter of how do we market this to kids and tap kids and say, "Hey, what are you doing?
024Like you may be good with this because I think if we could get more kids involved in that, it doesn't mean that kids won't do anything to where they have to come into some committee, but if I actually like what I'm doing every day and I'm involved in something, I probably would be less likely to get into some of the other things. So, it it's it's um I know Travis is looking for that and if he doesn't find it, he he can email it to you. Let me ask another question. Not trying to cut you off. Typically, how how does these kids do these kids get into these different programs? Cuz you know, back in the day like the guidance counselor was, you know, the instrument behind a kid moving into some of these special
025programs. So, cuz a lot of parents here probably are not aware and they don't have the background to know the importance of these programs. So, a lot of kids sometimes fall through the cracks. So, what's the procedure in order to get a kid into these programs? Well, typically it's what it's been and then I can tell you where we're going. So, what it's been is that the school counselor will let you know that these are the programs. The kids select what they want to take and this is the program. So, you have to you know, you have to be a completer. You have to get through a pathway and they usually will choose whatever pathway that they'd like to be on. Where we're going with it now is to strengthen that and that was part
026of like what I mentioned last night. We're going to work with the business alliance to go through that educator workforce academy because they're showing us all the business business and industry and how it aligns with what we have with several of the programs we have. But as leadership, if we don't see it, we have to be able to promote it. So, our whole leadership team and I don't mean just this crew but principals um plus school counselors, we're all going to participate in that this summer because we all need to be promoting what we have and tapping kids um to do it versus just saying, here's your schedule and you know, you mark what you'd like to take. Sometimes you don't know what you can be if somebody doesn't tell you. So, we're Now, that's
027the current process. That's where we're looking to go with it. Appreciate that. Thank you. Smash, you can leave that alone. That's we we can move along. I can I can Yeah, he was going to find I can never find it. We did 0.27% less than what we did last year. Okay. For this year. So. Okay. I move that we um bring that before the board to go forward with this year's technical career and technical education plan. I second the motion. So moved. All right. So, where's my agenda? I've lost my agenda. Oh, you're fine. It's your comments and then close session. Okay. Um So, are we going in the closed session? comments. Any members comments? I'm okay. I don't really have anything. We're good. Um So, close session. Is there language? Okay. School board chair
028recommends that school board approve a motion to convene a closed meeting discuss the following as permitted by Virginia code 2.2-3711A29. Discussion of the award of a public contract under PPEA involving the expenditure of public funds where discussion in an open session would adversely affect the bargaining position or negotiating strategy of the public body. Do I have a second? Second. Can we go in the closed session here? Yes, I believe