001[Music] Hey, [Music] hey, hey. Yes, [Music] Heat. Heat. [Music] uh agenda. Do I have a motion to to approve the agenda as it sits. >> Motion. >> Second. >> All in favor say I. >> I. >> Those opposed like sign. >> Okay. We're moving on to this uh agenda item number one, CIP facilities project update. Mr. Marshall. >> Yes, sir. So, after recent conversations, we did hear the board loud and clear. Um, we want to rep prioritize, refocus our our uh our monies. And so we have moved several of the items in the CIP plan that was originally approved back in October. And we have moved, if you look at the sheet provided, um, everything that is in green has been either moved or added to this spreadsheet. Um, just to quickly run through, uh,
002heritage track and turf projects have been moved forward. Several roofing projects have been moved forward. Um, we've decided to move the gym project further back so that we could focus more on the safety and the roof replacements. Um, additionally, we have added 150,000 per year for the next three years to start setting us up for the vehicle replacement fund. Um, we can discuss that further. Um, it's been brought up that we're not necessarily sure that that is capital improvement monies. um that was just recently brought to my attention, but we can talk through that. Um CTE, uh I actually added that last night for the 27 and 28 school year because it was not originally in the plan, but it was approved back in October. So, I wanted to make sure that that was reflected
003in the plan as well. Um, for the 2026 school year, I've also given a handout for specifically what those CTE funds will be for. Uh, if you had any questions about those, I'm happy to walk through that. Um, just open up the floor for discussion. >> Uh, just so to keep it flowing, let's just have a conversation. Let's not wait for chair to identify you. U, you guys just go ahead and have a conversation. Okay. Will that work for you? >> Okay. >> Yeah, >> I do have So, why aren't vehicles capital since they're depreciating? They're a depreciating thing. Forgive my lack of educational language, but it would seem like anything that has a depreciation period is usually a capital. >> Yes. And that's what he's saying. um that prior to when the whole enterprise
004conversation came up and it hadn't been necessarily looked at as being part of these capital plan. So that was one of the things that Mr. Marshall was saying that now recognizing that and that's why it's placed in there for all the >> multiple fiscal years. >> Okay. >> Yes. >> Piggy bank on $150,000 here. Last time in the board meeting, you said you can do some reassignment within the lines to get another 250. So, I'm assuming that 250 is still available for vehicle replacement. >> So, um a a part of that was we were we were offboarding older vehicles that had maintenance costs attached to them. So depending on how we procure these vehicles, there may still be some maintenance costs associated with those older vehicles, but we would try to reallocate as much as
005possible um in a fiscally smart way. Yes, sir. >> So there's possibility of additional monies may flow into >> potentially. Yes, sir. depending on on what vehicles are purchased or procured throughout the three-year process. >> So, if I hear you, Mr. Marsh, uh clearly, the reassignment is done to keep safety in mind. >> Yes, sir. >> Uh so, all these projects you have now outlined for 2026 keeps the safety of our little ones in the forefront. >> Yes, sir. >> Is that the correct assumption? >> Yes, sir. and some of the roof replacements have been left for 2027 because the funding uh required was much bigger than what we had. I don't know I mean Mr. Connor knows better than anybody. We we we got 10 million in first year. I don't know why. >>
006And I and I tried to get to 30 in the first year and then we tried to get to 20 in the first year, but it ended up being the original 10 to 30 20. Hopefully, city council will back the 30 up for the upcoming school year. Then we can take some of those other projects. >> The reason I said that Cassanduski is in year two. And somebody may say why? Cuz I think the cost was about $5.6 million. Mhm. >> There's not much you can do with $10 million allocated. >> So, what you're saying is we fought for >> or we we requesting for 30 million and we trickled down to 20, but we were handed over only 10 million. >> Yeah. >> Well, you had someone go up before city council and say
007that we could never spend 30 million in the first year. >> Who did? >> That was Copelan. >> That's public record. Now, they have the budget meeting coming up tonight. if they if we can get to them, maybe someone can uh talk to them and explain that we need more money in the first year. We're also going to have a joint meeting coming up. I don't think this is a dead issue at this point, but short of anyone going out and flapping it and saying that we don't need the money and we can show that we do need the money, maybe that'd be a better thing for us to focus on either publicly at a meeting or privately in conversation. My understanding was there was a motion on the floor during the joint meeting, right?
008To to flip it to 30, 20 and 10 and then motion failed by majority vote. So it's not just one person. Was there >> Yeah. But what he's saying is that when we were fighting for the funds and this is, you know, nothing you can do about history. um our interim superintendent didn't understand how we and what I was saying take the money escrow it spend it rather than you know because he's saying we we wouldn't be able to spend all the $30 million in the first fiscal year. My argument was let's get it and it's better to have it to protect it than to because they could if anything budgetary changes for the city between now and the next budget period which could happen. >> Taxes you know could go up or down economy
009could you know we could go into a recession or depression. So without that money being allocated, it could go away. >> Interim superintendent may or may had a comment, but the vote he didn't have a vote to >> No, he didn't have a vote, but >> there was a vote on the floor at that time. >> We felt that maybe his voice influenced could have influenced one of the voters to to not agree with. >> If my memory serves me well, there was a vote on which of these items will you pick 10 20 30 20? You know what I'm saying? No, >> there were different ideas. >> The the the task force agreed to try to change it. >> Yes. >> And there was an agreement, but the the city council never agreed to
010the task force recommendation. We only made recommendations when they made their vote. They went back to the city manager's original plan. >> So, were the task force recommended 302010? No. >> Yes, that was our recommendation. Um, it was 302010. So, the task force did recommend this. >> There's still time. We have two more meetings. The budget's not dead. This isn't dead yet. We might be able to change it in a little bit more favor if we can get city >> 2027. >> I'm saying for 2026. >> Oh, really? >> That's what I'm saying. If we can contact them, let's give it a try and be united and saying we really need it and show them this. >> Okay. >> If not 3020, if not 20, 15, it's going to be better than 10. I guess
011what we're also saying is we want to bring from this committee to the full board so that there can be a vote to adopt at least this CIP plan going forward and then we can always come back if the city all lots more money different plan. >> That's good. >> Yep. So, I wasn't on the last goround, so I couldn't actually get into the conversation, but in regards to city council and the budget, have they already set the budget? And are we going to be able to intercept that? >> I think we can intercept it. They're having a budget meeting tonight. >> Okay. Well, from what I understand, the CIP money is a bond issue. Okay. >> Yeah. So, would they be have they already issued this bond? Do you know this 10 million? Is
012it already? >> I I'm sure they've already um set the wheels in motion for their bond requirements. Yes, sir. Um it's my understanding um that this budget was set July 1st. So, they may have some followup from the July 1st budget. I'm not I wouldn't presume to speak for the city um in regards to that. We can always ask um we can always ask. >> They're always arguing about it. So yeah, >> I know there's some issues right now because there was a promise made that by August 27th there would be a revised line item to show how the 84 cents would provide everything, prevent closings and and I don't know if that was >> Yeah, I can't speak to where they are on that. So sorry, >> I just think they're still in a
013state of flux. So, if we can capitalize on that, it'd be a good thing. >> We can always ask. >> Yes, >> absolutely. Ask. >> So, is there a motion to accept this as it is with uh whether or not we want to change it later? >> I'd say I would say motion to accept it as it is so we can bring it before the whole board as a vote and then as we continue with our committee meetings um and work with the city, see if there's available more additional money later. >> Fair enough. That's your motion. That's my motion. >> So, get seconded. >> I second. >> Okay. All in favor say I. >> I'm going to vote no because to me we need to ask for more money. 10 million is not enough.
014Uh major safety needs for two roofs are still left out, you know, and um it's not acceptable that you put some kids under risk for lack of resources. So, um I I understand 10 million, but I think the needs for the school district are more than 10 million. And uh >> it's a tough >> Let's let's let's we I wish you would brought that up prior. What's your vote? >> I'm I'm voting that we at least get this 10 million spent properly. >> Okay. And you're saying no? >> Yeah, >> I'll say no. >> Okay. So, now >> Well, Mr. Chairman, I thought that when we made this 10 million suggestion, this was just a start to get us back to city council. Is this going to lock us in if we >> Well, this
015was all part of discussion, right? >> So, I I get what you're saying. I agree. So, I'm going to what we should do is reopen it. I'll make a second motion. I'll make a motion that we ask for the 30 million so that we can we can get everything done that needs to be done. And if we can negotiate that down or if it has to be negotiated down to 20 15 whatever my motion is that we go back and have the 30 million that is supposed to be for the second year >> that we they move it up to the first year because we do have those needs >> and in intrim you can start with the work needs to be done because you got to do RFPs right >> yes that's what I
016was going to ask can can we get started because if it's just a no and we can't move forward then we have that 10 million that's just sitting there in limbo and they're projects that that have to get done. >> But that's already granted. >> Yes. Yes. Yes. But I was just listening your vote. It seems like it would end. Are we will we be able to move the 10 million forward to the full board to at least do that and then go back and request the additional 20. >> That was my motion. >> Okay. No, you said as it is. You said your motion was >> move this to the full board. >> This is the 10 million >> that's already been allocated. >> Right. moving it to the full board for vote so
017we can get started on these projects. >> Okay. Then I'm going to say let's move this to the full board for consideration, but we also ask for an extra 20 million to make it a 30 million. How can we word that so that we can go forward and still have the uh impetus to ask for more? So the approval of this and asking city council for another 20 million to meet the safety needs of our school system. >> Absolutely. >> Because I see Sanduseski roof. You know there roofs are important. >> Mhm. >> We cannot leave them out. We cannot leave them out for lack of money. If you replace roof in one school, other school is equally important. >> Mhm. >> And I'm sorry. You're done. >> Yeah. >> Mr. Marshall. Um would you
018say that Sanduski roof is any less important than the other ones that you put that you pushed up? >> No sir. >> It's equally as >> Yes. >> Okay. Great. So the motion let's move this uh let's accept this as it is. But we also uh continue uh to ask for present to city council that we need the extra 20 million. >> So there has to be a letter from the superintendent to the uh city manager. >> Yes. in writing that the board uh is requesting additional $20 million to um for the safety needs of our school system. Is that a fair part of the motion? >> Could could we rephrase it to say not the additional but to move up the money that was supposed to come in 27 to this year. >> That's
019for them to figure but we need 20 million. >> Yeah. >> They can move it up. They can move it sideways. You know, wherever they send it from. >> I got you. We we we need money to keep our kids in a safe place and that's very important. And right now we are leaving Sandeski Elementary out which doesn't make sense you know >> it's middle isn't it? >> Yeah. No Sandeski Elementary roof replacement. Um Chandeski Middle electrical. >> Um Sanduski Elementary MEP Parmont MEP. >> Well I'm I'm okay. If we're going to include Sanduski Elementary, we have a we have a conversation as to whether or not we're going to be using that or not, whether or not the long um longevity of Sanduski Elementary. So, I don't think that we should be including that.
020Now, all this is a C CIP issue or moving around. I don't think that that's one of the ones we should look at. If we're going to be changing the fundamental structure of of Ele Sanduski Elementary, I don't see us um allocating the dollars to fix the roof. At least let let's get the dollars first and then we figure out um >> fair enough. Fair enough. >> But let's accept the 2026 as it is and uh ask for 20 million of the 30 to move from 27 to 26 >> meet the safety needs of our schools. >> So one other question is it my understanding that this money was already approved. >> Yes. 30 million was >> no no well it's it was approved for 10 there's a total of 60 10 the first year
02130 the second 20 the third >> okay >> and this is purely my take and I may be 100% wrong to me 10 30 20 was designed to have plan and design for a new school building for $10 million 30 was to start the construction and 20 was to put a bow tie on construction to finish M >> if but we're not going for a new school at this point in time. So that changed the outlook of how the distribution will pan out. And I may be 100% wrong, but to me um safety needs are important and they are first and foremost and $10 million are not sufficient to meet the safety needs of our school. >> And going back to the safety needs, Mr. Depal, I was looking through some clips today from Sanduski,
022the playground and all that. It's in bad shape. >> Mhm. >> Um, thinking of the roof and going back to safety. What would we say if something happens in the interim, you know, if we don't fix it, these kids are still in the school, then we subject ourselves to that risk, you know, if we don't have the playground and safety or even the roof. What if the roof caves in >> or player somebody goes out on the play field and gets injured? How do we, you know, figure that into this equation? Because I know we don't want to spend a lot of money there. But then going back to the safety concept, >> right? Those I think from what I could see, those pieces of equipment that are most dangerous have been um um segregated.
023Uh, so the picture showed that they're not being allowed to use this the pieces or where the damage is, uh, like the slide that has a a hole in it. >> So that looks like it's been secured to that extent. Now, what kids do they do when of course it's a liability. I get it and I agree with you. The only other piece would be to have put the funds in to remove that article until we can replace it with something that's good. And if that is something that works, if it seems to be a liability, kids are using it and they shouldn't, then we might need to take that piece of equipment out. >> The parts have been ordered, right? >> They should be here in October if I remember correctly. >> But they
024have been ordered. >> Well, this is a relatively then that's a moot point. I didn't know that. >> His email stated that parts have been ordered, right? >> Yes. >> When did when I'm sorry I didn't read that. >> This was this was a separate email a couple couple days ago. I'm not sure that you were on that email. >> I think I forward it back out, but it was so many different emails coming out and I forward it back out. But let me check make sure I skip to you by accident. >> As long as it comes out, we get it. We know. >> Okay. >> Well, then that's a that's a moot point. >> How many hours would it take to put it in? It's just hours now. >> Yep. Just have to
025wait for it to come in and we'll be good to go. >> Good. Again, that would satisfy your Okay. There's a motion on the floor right there. There's a second to that motion. So you the superintendent will be writing to the city manager as per the motion. >> Yes. >> Asking for additional funds to meet the safety needs of our schools. >> Yes. >> Second motion. >> Okay. All those in favor say I. >> I. I. >> Those opposed like sign. >> Great. Thank you very much. >> Thank you. >> Number two, athletic training needs. >> All right. So again, in the spirit of safety, uh our middle schools do not have athletic trainers at practices or games unless they are procured, brought in, contracted in, or paid hourly. We don't have middle school athletic
026trainers on staff. Um we would like to take three vacancies that we have and repurpose them rather than creating three more FTEEs. um and repurpose these vacancies to be middle school athletic training positions and they would also benefit us instructionally as well. >> Have we had athletic trainers before? >> Only at the high school level. We have not had middle school athletic trainers. >> I think I I used to run these programs and trainers are important. I'm not an athlete, but I realize there are injuries during the game, you know, so you need to take care of them and follow up. So, uh they're important piece of that athletic puzzle. Um but wherever you have sports, you have to have trainers. Would we contract out to local um uh PT clinics? You know, they provide
027at uh help or local universities have ATS on their staff. Um, you see what I'm saying? So, >> so we've actually spoken to both high school athletic trainers and got their perspectives and that was one of the options that they had brought up. Uh, financially it actually made more sense to repurpose the three positions and we had looked at Ortho Virginia um and and financially it just made more sense to repurpose the three positions. So what would they be doing because you know being an athletic trainer is not full-time. >> So you have games >> looking at teaching some more sections and so that we could offer more section. >> So these would be teaching position >> overflow for health and physical education is an option and that actually is a very real option right
028now because they're actually having some overflow that that this would actually solve that problem for them. What what position I didn't >> the the overflow for health and physical education movement ed >> physical okay >> please explain that overflow >> so class sizes um there are think in thinking ratio student to teacher um the student amount is greater than not what is appropriate but it makes it makes certain challenges uh for that teacher and for that class um due to the nature or the size of the >> so this would reduce the >> okay >> I'm sorry I couldn't hear the last part >> so due to the the amount of students >> so imagine one to >> you know in some classes it may be 1 to >> some classes they may be 1
029to 25 >> um there's going to be different challenges associated with each ratio >> okay so you're saying the overflow is on the side of you want more teachers or more pe more personnel to reduce class size. >> Yes. >> So I I think it's a necessary thing to some degree. One of my daughters at one point was a a trainer and um it's a very necessary component in terms of you know the kids out there on the field. Sometimes these kids get into big heavy loads of blocks and potentially could be serious, you know, and an athletic trainer has a tremendous responsibility to be able to make a judgment in terms of whether that kid can go back into the game and all of that. So, I I think it's a it's a necessary
030component. Uh my only concern would be if you as you have indicated if it is our source if we're going to be spending more money than if we have it from inhouse I would certainly be with you on that in terms of us saving the money and providing viable employment for people on the inside. Well, they're not on the inside because he's saying we need to You're saying that we need to bring in more people >> to repurpose some of the vacant positions that we currently have, right? >> Not bring not creating more positions. >> We have we have say we have empty slots. We want to repurpose them so that they are >> viable positions. >> And you're saying we need more personnel to do that. >> Correct. In this regard, yes. So, we
031need to hire more people to do it to satisfy this need. Not necess in the repurposing. I get it. >> Yes. >> But bottom line, it comes down to we're needing to bring in more people is what you're saying. Yes. And we don't have we don't have that in the budget at this point. >> Well, that's why he's saying the repurposing. So, we're they're going around doing the audit between finance and new HR and auditing and working with instruction auditing positions, looking at FTEES, looking at class sizes. um because there are some discrepancies and things across the the city. And so looking at uh vacant positions that we already have and when we say repurposing, we're going to take those three positions and replace them with these three. So we're not asking for additional money
032from you all, but we're looking at it from the and we're not asking for additional money from you, Sonia, but we're looking at it how can we repurpose some of the vacancies that we currently have and put um three athletic trainers in that. and we can get a dual purpose because they can help with the increased class sizes and teach additional courses but then they also help us out on the field when we have practicing games >> and and that's why the way I understand it you you explained it even better but that's what I understood bottom line again is coming to the fact that we are hiring three new pos three new people at least >> yes >> okay we're hiring three new people >> do we have that in the budget Yes, they're
033they're current vacant positions. So they're already >> So they're already funded. These are Okay. When you say repurpose, you know, so it's like money we're not using. That's what I wanted to make clear. >> Thank you. >> Your current vacant position. Okay. >> To repurpose, you don't need a board approval, right? Because you you you got the funding in the budget is there. >> This this is a moot point. >> Yeah. >> If you have the money >> and it's an aspect of repurposing >> that's your Well, I will say this, the way I've always understood it. If I'm changing a position, this isn't a position that we currently have. I'm changing a position. I'd prefer to have board approval so that no one's in the dark of, you know, hey, I'm just changing a
034position because I want to change a position. It's not me. We basically I could be changing two three elementary positions to an athletic trainer. I don't want to advertise that without having board approval to know that this is what we're doing with the money. >> I make a motion to approve it. I think this is important. I'll second that. >> Thank you for that. A little tedious, but thank you. >> Need a vote. >> Now I understand what to ask. >> Okay. Okay. >> Well, it's it's about semantics. >> We need a vote. >> Oh, yes. I seconded it. Thank you very much for keeping me on track. Those of those in favor of approving this, say I. >> I. >> Those opposed like sign. All right. Okay. Policy review of KN AJZ. Sir. >>
035All right. The next discussion is in relation to policy KN AJZ which pertains to our school security officer program. In a previous discussion with the policy review committee, it was noted that in order for our SSOs to be armed, the policy states that the school board must approve them to be armed. Prior to officially seeking board approval, we were asked to speak on the funding, training, and maintenance required for these firearms. In doing so, I worked closely with Nick Caputo, the division director for school safety and security to create a one-pager for you all, which you all should have. In this document, it discusses the total cost of providing this equipment to our SSO program, the training that is involved, as well as the maintenance of the firearms. Um, I'd like to just open up
036the floor for >> Is that Nick Caputo guy the same guy that writes all the grants and has this funded 100% by his own work? >> Probably there. >> That's what I thought. >> So, how much is it cost? So the total cost laid out is $18,14.70 and the accounts in which that would come from are actually on the front page of the one pager. Um there is >> capital outlay replacement outlay replacement from security materials and supplies security and so it's those two those two accounts that everything would be coming from. Again, going back, it's already in the budget. This money is >> Yes, sir. moving through the lines then. >> Yes, sir. Yes, sir. >> He's already in the grants. >> Um, so this particular purchase would come from local. Um, there is
037funding built in in the capital outlay line for the actual equipment. Um, and then the materials and supply lines would cover the the fire, the bullets and things like that. So, product. >> I was asking, superintendent, are you in support of the >> Yes, I am. And and I want to be clear that it's twofold. Yes, we want you to always know where the money's coming from. Um but also because you approved that policy, you'll be approving um you'll actually be approving for them to carry the firearms because I think that was the part the policy was approved, but we want to make sure that next step is done of giving them approval to carry the firearms and then u Mr. Caputo will go through and get everything work with uh Miss Jamies and get
038everything ordered if you're all okay with >> some of them are already carrying fire and firearms, isn't it? >> Yes, sir. We pulled that back. >> We pulled that. It was pulled back because it wasn't in policy. >> Yeah, it was in the policy, but the next step didn't happen after the policy was approved. >> And so they were originally carrying their personal firearms. >> These will be standardized firearms. So I may >> I'm impressed with the SSO program. I'm not saying just because you're here. I've seen them in action. You know, uh your RSP link middle, I can go on and on. Uh they walk the hallways. So I think u they are boots on the ground, real boots on the ground, not sitting in the office. >> So I make a motion to
039approve it. >> Well, I I I I'm impressed with the program. I'm also impressed with the fact that it's 100% funded by the people that are creating it. So, I second that motion. >> Okay. Any other questions? >> Yeah, I just want to make sure I'm reading because I hear what you're saying. So, I'm looking at this um 9:15 safety and security and I see 14.6 at the bottom. 14.6%. 14.60. Yes, sir. >> Is that an additional >> No, sir. That's actually what has been spent so far this school year within a month and a half of the >> So, adding these this $18,000 >> um that will come out of that bottom line, that original $194,000, the actual equipment will come out of that. Um and then the other items will come out of
040the maintenance and supplies for security. So we will make sure that it's allocated correctly. >> None of this will throw us out of out of offline in the budget. >> No sir, we will be fiscally prudent. Okay. And monitoring those lines. >> Great. Thank you. >> Okay. Those in favor say I. >> I. Those opposed like sign. >> Thank you very much. Mr. Caputo. >> Thank you. >> Okay. Last on the list, extension of the school year. We didn't get to that at our last meeting. got email. >> I didn't put a subject in it. I'm sorry. >> That's okay. But because this is your this is something you were very interested in. >> Well, it's the um the final report for so we can when we talking about it, we can I gave sent
041it to you, too. I'll send it to I'll send it to to both of y'all. final report from the joint, but I got a I got a um kickback saying that apparently I put somebody's u mail delivery system subsystem came back. So, I want to make sure >> I received it. >> Okay. >> So, there's no subject. Um but that's the PDF of what we took back to the city after our joint task force. >> Okay. And you'll see we asked for the 30 20110. It's a PDF. >> Okay. >> Are we talking about the extension of the school year? >> No. No. I'm I was just making sure. I got a I sent an email to you guys with the >> joint task force report. >> Okay. >> I got a subsystem kickback saying
042um address not found. Apparently, I had an address in here, but I wanted to make sure that the rest of the email did go to you guys. So you can have the PDF of the results of the task force. Then we can go back to the extended school year. I just was making sure everybody got the email. >> Pray for me. Oh, it looks it. Yeah. Reverend Hellfire and Brimstone over there. >> Okay. So, extend this school year. And I think that was my um I thought we I superintendent was wondering Bass has an extended school year and I think it has benefited the children that participate in it. But we also have some schools that are struggling that have maybe not met their SOS for consecutive years. And I'm thinking, is it possible to
043maybe look at a school or two that has been struggling and maybe seeing what the cost and effect would be to add some more schools to the extended school year? >> Um I would so yes, it's sort of a yes and um yes, we can absolutely look at that and see what the cost is and what um that looks like. But I would challenge us to look at this after doing the resoning redistricting. Your student population is going to be different >> at Bass um this year. And I would I would almost say that we probably need to take a look at we have the raw data right now, but we of course waiting for the state to finish their pieces so we can look at all schools collectively. So that'll probably be closer to
044the end of September. But I would like for us to really study and see what's happening with the school this year and look at that data now that we've kids are going to their home schools and things like that. Is that going to improve our school? You know, will the scores go up, which that's the goal. So, um, and they've been doing a good job over there. So, I would assume that that would continue. But I would like to look at the data um just student academic data even looking at overall population you know um as far as enrollment whether that school has 200 versus a school that has 400 and you know looking at teaching staff longevity but really look at the whole picture because whatever we do if it's working really well there
045we want to see what those factors are and be able to duplicate it somewhere else but not just necessarily extend it because we could extend it and not have those common factors and not not achieve the same level of success. So I would like an opportunity if we could to really look at their data and study them throughout this year and see what that end of year data looks like and what are those variables should their scores continue to to elevate um throughout this year even with the redistricting and then see what those factors are that are happening at Bass and then see what we can take from there to duplicate. So if we were to at the end of the school year would because thing about the extended school year it starts about a
046month before the other schools >> which means that if we look at the data and say boy we sure could use this program at X school that that has been struggling for several years. Would we be would we still have the ability to do it or would we push it to the next fiscal year? >> I I would honestly >> next school year >> the next school year. I would honestly prefer to look at it that way. But I feel like I can give you a better or clearer answer once we see what this data is that's going to come in from the performances from last year and but then be able to not just look at the so data data points but to also look at what's happening in terms of longevity longevity of
047staff uh things like that because they're going to be other factors um that are going to contribute to that and then we can always as we're doing you know our internal assessments to see what that data is looking like because that'll give us some predictability at least throughout that first semester. So if you all wanted to make that change, then we could start looking at what that would look like around the first of the year to start putting that out. >> But I'm gathering is I understand the data is important but I'm gathering and I may be wrong in reading you sort of starting a conversation now in the community through PTO's you know and other things. Is there an appetite for extended school year in any of our >> Right. Yeah, >> the appetite
048is there. >> And when the data comes, we can see >> if there's a level of interest. >> This one is out, this one is in. So, we have sort of a uh um lay of the land is the right word. >> And and when we get the final or the the September report, if it there's a a school or two that just flags themselves like, "Hey, help. We're we're sinking." Mhm. >> Um then we can start looking at the reaching out to the community saying, "Hey, we're thinking about help doing some things to help bring this school up." >> Well, we know that the longer kids stay out on vacation or a hiatus from learning, they lose more. So, if we can shorten that gap, it's going to improve just by statistics, that's going
049to improve the retention of learning. Is there a way to start that conversation in the PTO meetings you know to just to see >> where do they stand because you got te teachers as well as parents in those meeting >> right that's a starting point >> and I think I think it was a push at some point when they first did BAS as a pilot program there was a communication out to the community and it wasn't totally received as positive >> many parents felt like you know they were they gotten used to their summers being a certain way, but maybe there's a school or two that might might benefit from the additional um >> and those see it's not just the extended school year, but it's those um inter sessions that then focuses on the
050the cases the the students who um and I think from what I'm working with Bass, I think some of the students that didn't need the intercession time love they'd get to go to camp Kumbay and some different things and the other students that needed to help the stu the the the population of those students gave the teacher gives the teachers the ability to work >> one-on-one two on two with some of the students that need the most additional tutoring or or help. And I think if we looked at a our next say our next school that has been struggling consistently for two or three or four years maybe looking at that school as a possible um school to benefit from the program. I just want to look I just want to >> I think it's
051great. >> So absolutely we can g gauge interest. I I think of course those face tof face conversations um but also I would and I'll work with the team about getting some surveys and things like that out because everyone may not be there face to face but how we can start getting some feedback as to gauging interest about year round schools >> for elementary correct or elementary schools that >> elementary school yeah absolutely I don't know if we need a an extended school year for our middle school once again if it if we needed an extended school year from then it should be I don't think we should isolate one school. We should it should be you know cuz my question was if Bass is successful why aren't we doing it everywhere? If BAS is
052not successful why are we doing it >> at all at all? So if it is successful and it may not be something we should roll out everywhere but maybe it should be in other locations as well. If you remember the TC Miller conversation when we were about to repurpose that school, one of the concerns in the public comment was that you're moving us to Bass and it's a year round school and I don't like it. >> So the buying may not be there from everybody that's it's important to gauge the the perception uh the stakeholders see where do they stand. >> Mhm. And um going uh going back to Bass as I'm hearing from you, you're moving moving students to Bass Elementary. So do you have capa enough capacity to handle all those moves? Right.
053We have >> No, no. I I was saying take take our lowest performing school that's not Bass. I don't want to say I don't want to name any schools because I don't know but let's say our lowest performing elementary school >> and turning it in the next school year into >> the identical thing we're doing at Bass the extended where they start earlier they have the inter sessions it would be a duplication of the BAS program at another school an underperforming school and what would the cost of that And again, we don't do it across. We're not saying across the board. >> I'm not saying 10 more basses, but it might be one or two schools that have been struggling consistently, >> right? >> You know, for you know that, you know, maybe come up
054a little bit and drop back down come, you know, and just have been underperforming. Maybe that school would benefit from a bass-like program. >> So, may I ask this? Um, can we at least have the data for you all first so you can see the data of all schools before before I even put it out to say, "Hey, would you be interested?" Absolutely. >> I really would like for us to take a look at that data when it all comes out and see where we stand >> um as a division, but particularly at the elementary schools and then that'll I feel like that'll give us at least a good starting point that we could start having that that conversation with people. And and I don't want to sound negative but except for Paul Monroe and
055Daisy most of the schools the SL scores were in pretty low range. So that require more than one school if you're looking for which school to pick a lot of our school needs a lot of uplift. Uh but is there a reimbursement rate different for all year round school versus the uh regular school? Is it per student reimbursement rate different from V BOE? >> No sir, it's the same for all students. >> So the additional cost will be borne by us. >> Yes sir, that is correct. >> So how do we pay for that additional cost right now for Bass? >> Um so we get the same rate for each student and the the the city allocation helps offset um the cost of that but the contracts are the same. So the contract pay is
056the same. So we're not paying teachers more um per school year. They're getting the same amount. It's just a a longer payout. >> Yeah. So that we're we're not then aren't aren't they not that not that it matters, but they can get a paycheck through the summer or they can elect not to. Correct. We are at we are actually standardizing that and going to 24 pays for every new employee, new hire that comes. >> Well, that's great. >> So, we only have about 47 people that get the 22 pays left. >> Um, but we are doing the 24 pay. So, no matter where they are in the school process, they still get paid 20 whatever school they're at, they still get paid 24 times a year. >> That's 80% of the budget. Personnel is 80%
057of the budget. So there's 80% of anything is not going to increase. >> That last 20% what costs if any >> utilities um you know lights, electricity, things like that, transportation costs built into um the the the yearround delivery of students. Um, so those would would be the costs um that are increased, but I I believe those are those differences are minimal. Um, >> that's the only thing I'm concerned with because those are the things we're going to look at from a financial department point of view. >> Yes. So those things if it's if it's a good thing it might be well rationalized to implement but let's take a look at the things first like you may mention the data >> and then look at the finance and from that point it might not it
058might be negligible. >> So help me understand I'm a teacher working in a 9 month or 10 month school >> and she's working in a 12-mon school and we get paid same amount of salary. So, >> so what is my opportunity cost for that two months? You know what I'm saying? How do I compensate for that opportunity cost >> for two additional months? >> So, the contract during the year go ahead. >> The contract pays are 12 or 24 contract pays per year. >> Um, >> that's not what he's asking. Basically, I'm still working the same amount of time. So, if I have 200 day contract and I'm at a 12-month school, I'm working the 200 days because it's just I mean, not a 12-month extound school because I may not have the two and
059a half months off during the summer, but I'm going to have those times off at different times throughout the year. So, it's still going to be the same amount of time. I'm working the same amount of days if I'm in a year round as if if Sonia's in your traditional school. >> That's correct. So your contract is calculated by the number of days that your position is required to work and so it is the the methodology behind that is to um extend that out over 24 pace. >> So you got 196 days the school needs to be operational, right? >> Well, it should be 180 days but that's something we'll bring back because I don't think our calendar hits 180 days for kids. Um, I think it's more like 177, but we should be 180
060days for kids. And traditionally teachers will have a contract for about 200 days, but often if you look, sometimes it may be working about 196, but it'll be the same whether I'm year round or whether or not I'm in a traditional school. >> So no matter what, you got 16 days of flexibility to play around in that contract because the contract is for 196 and you're covering only 180. So, what you're saying is that 16 extra days will cover the extended school year. >> No, it's going to be the same. I'm going to have the same contract as her. So, if the kids are with us 180 days, if my contract is 196 days, then I'm going to be doing PD and other things that day, you know, on those different days. That's part of
061my contract. But I'm still going to get I'm only going to work I'm gonna work the same amount of days as her regardless of which school I'm in, which setting, just at different times. So while she's off that whole summer, I'm going to have my breaks at different times throughout the year. >> That's correct. >> So I I see a lot of dynamics here at play. So with the teachers trying to satisfy the teachers and then of course if you did a survey of the community, but what about the kids? Are these kids going to be excited to start school or go back during the course of the year? I mean, how do you pull these entities together, the interest in the community, uh the kids, you know, cuz you know, kids want to be
062out for the summer to enjoy whether they go to camp or summer school or whatever. So, and how does that differentiate between the kids that say have to be in summer school? Is there a difference if you have >> kids in elementary in summer school as well? I would assume that it it it would be different, but it would be at different at different time frames of when they do their remediation or or intervention and things like that throughout the year. So, it wouldn't be that set, hey, school ends and we're going to summer school the month of June, but I would assume um and these are pieces I'm like I'm still learning but um about being here, but I would assume that they would have their remediation and things like that at at different
063times. So, so just looking at this year's calendar, they've already have they're in intercession now. They're in interession now. >> 25th through the 29th. Bass, >> I'm pulling it up for you. Gotcha. Yes. So they they'll have the different times and so they still get their time and their break. >> Right. But I'm saying during this inter session some students are not attending just the students that need the higher level of anybody here. >> Yeah. And I'll be honest with you, I I can't speak to that because I didn't realize this was the direction of this conversation. this afternoon. So, I really I can follow back up with you with that. But I >> What happens during inter session? They started on >> July 17th. The rest of the school started on August >> 19th.
064So, it's about a month ahead of time. Yes. But they're already in a week inter session. And I think during >> uh we need somebody here that knows how Bass the Bass system works. But I'm thinking that they're in a session this week where all of the children don't attend. >> Again, I would have to bring that back to you because when I saw extended school year, I'll be honest as a sped person, extended school year typ typically like an additional service of kids with disabilities. >> And so I wasn't even thinking it was about year round schools. I thought about sped about year. I came in thinking something. >> I think we use that terminology incorrectly. But we want to look at >> at maybe instead of just William Marvin Bass having an academic
065calendar that's different from every other school, >> having another school, our lowest, next lowest performing school >> to do something similar, >> possibly duplicating this to take advantage of this calendar for the benefit of the children. >> That's what I meant. So instead of extending >> I I wrote it wrong said year round schooling >> right looking at adding other schools to a year round calendar our lowest performing schools >> to a year round calendar. If Bass and Well we got to wait till we see the numbers but if if Bass is the shining star again Bass and Paul Monroe then maybe we need to look at what's that next lowest performing school. maybe they would benefit from this calendar >> and this program. >> Would we make this a mandatory process or >> if
066we if we were to look at a school and I'm not saying a school that had one I'm saying a school that has been consistently underperforming. If we look at that school that's been consistently underperforming, maybe they would benefit from a BAS program. So may I propose this once I have the data bringing that back but then also bringing someone from VAS that can explain because I wouldn't have the history of how you all have been doing it yet. Um but having somebody come back and be able to share those aspects but also I do think once we get that data looking hard at the data because like you said the calendar's there the model's there if we see that the data supports that it works and it's working consistently and if we see that
067there are other schools then that's when we can start that process. But I would propose that we could come back and look at that data and then bring someone back that can explain to you what they've been doing at BAS during this time. >> And it's not that easy to just to turn the switch to all school. It requires a true assessment of logistics >> and there has to be a community buy in for that. >> It's not, you know, just the school board decides that we're turning a school into a year round school. >> Um so, >> but I think it's something that we we don't wait until the end of the school year to start talking about it. the conversation has started. So it's just it's not just school board decided we're moving
068to a year round school without having the stakeholders involved in that conversation >> and that's where they're bringing the data in will start those conversations because which school to pick and they're zoned to into that school right and you change that to year round school and half of them don't like that plan so it's important to have a buy in from the people who are you pushing a change do >> and that's for any change is important to have a buy in from people who are being affected by the change. So, I think that will be a starting point >> and we'll bring everything to the table and then that way you can you can we can all can take a look and and work through it and see what that could possibly look like.
069>> I think it will, >> you know, but then again, I'll keep asking the question, >> why are we doing it at best? >> And we don't want you to keep asking that question. Keep asking the question if it's if it's that program we need to >> okay >> asking a question is one thing but the thing is you are asking a question but we are one of the 80,000 people who live in this town. >> Yeah. >> Right. So the other people we serve and uh they have to be uh as I said the buyin is important from those people. >> I think we got that. I'm not even I think I think we're past that. We got that. >> Yeah. I'm not proposed. Hey, everybody's gonna go to the bass calendar. We're not
070talking about that. >> That we need to look at. >> We've been doing BAS now for how many years? >> You've been on the school board eight years. We've been doing BAS. I was in transport. We've been doing BAS for at least 15 or 20 years. But when you say pick a lowest denominator school, there are plenty of them who clutter together in that data set. So it's important to look at the schools. >> Yeah. Once again, I'm not proposing we choose a school or or implement this. What I'm saying is when we look at the data, if the BASS program benefits these children and we have a school that's been underperforming consistently, wouldn't it be the right thing to do to go to that to those stakeholders and say, >> "Look, >> we want
071to help this school that's been underperforming come up. This is what we'd like to propose." And then we can start those conversations. But you're making a big assumption that making a year round school will bring the performance up. >> That's what we're This is what this whole thing we're we're beating a dead horse here. Come on. All we need to do >> making that assumption. I'm make a motion. I'm going to make a motion that we move forward. Approve or direct our superintendent to go and investigate. That's what we need to do first. We're getting ahead of ourselves. So, we need to do that. We need to make sure every point you're making is is valid. But you're saying it over again in different in different words. We got the cameras on. Okay, I get
072it. Let's just make let's just go ahead and give Dr. Mette the uh marching orders to go ahead and investigate >> and come back with data and then this discussion can can proceed. >> Motions on the floor. >> Perfect. >> So the data would be >> what what are we going to get when we get the data? Um I first I think we have to look at the so and accredititation data that we should be receiving under the new accountability system where we're going to fall for each of the schools um including Bass Elementary. But I think also we have to look at um what have been our admittance um procedures. What have we done in terms of students that we were you know how were students selected for BAS? Because especially when we recognized
073that some students were zoned at other locations that lived rather close to Bass and once you all did the redistricting reszoning those students are now going to BAS this year. So, I think we have to look at not just that end of year data, but we're going to have to look at what did that student population look like. You know, what did that look like? Looking at staffing data. And I'm just talking about my internal pieces looking at staffing data because if you know, what's the skill set? How many certified teachers, you know, fully licensed teachers that you've had there? What does that look like? Um, is it just the year round that's the part that's effective or is it because, hey, we've had a consistent staff staffing there. So I just think there are
074a lot of layers in terms of data that we have to look at and of course the fiscal data as you said and looking at what is the cost differential between those two type of settings that we have. >> Would would you say be able to include in the whole database whether the extension has been the main component in the success of the school? I can see if there's a correlation, but I can't tell you just right off the bat if I'm going to be able to come in and see that it's a level of causation that one thing caused the other. >> That would be good. >> But I at least seeing if there's any type of correlation between what's happening there and that data and look at >> beginning of school year. You
075got other things going on. Do you have the bandwidth to do this data analysis at this point in time? >> Well, we don't. Well, what I have right now is just the raw data that's in. So we don't have the other pieces, you know, with the new accountability system, the state is doing some of their pieces there and growth is calculated differently. Um, so I think once we get that at the end of September is what we're shooting for and what they're saying. That can always change from the DOE, then we can start looking at there and start that conversation with you all table it. Well, we're giving her the the motion is to give her the marching orders, if you will, to go ahead and get the data corre the data together. Is there
076a second? >> I second. >> Great. Those in favor say I. I. >> I know. >> Those opposed like sign. >> No. >> Okay. Well, three to one. Just get the data together when you can. >> Okay. and I'll let you all know and you'll know when it comes out, but we're we're probably a month out or so before we even see anything. >> Super. Thank you. Just keep us surprised. >> Yes. Thank you. >> Okay. Any members comments? >> Hearing none. Next finance and facilities committee meeting is Tuesday, September 23rd. Uh unless of course we we have a emergency comes up. Dr. Connor, >> I do have an emergency. Okay. Well, not the emergency, but important. My daughter's getting married. >> She can't postpone that. >> I'm officiating the wedding. >> You You sure
077you can't make it another day? >> It's out of town. >> Yeah, it's going to be out of town. North Carolina. >> Sounds good. Well, good luck. >> I'd love to be here. Thank you. >> Um, we're adjourned. All right. Thank you. >> Thank you. [Music]