Roanoke County School Board Budget Work Session - January 27, 2026

001Heat. Heat. >> [music] >> I'd like to call our January 27th, 2026 Reno County School Board Budget work session number one to order. Madame clerk, will you please call the role? >> Dr. White. >> Yes, ma'am. >> Mr. London? >> Yes, ma'am. >> Mr. Greenway? >> Yes, ma'am. >> Mr. Hudson? >> Yes, ma'am. >> M. >> Yes, ma'am. Item 2.01 2026 2027 budget work session number one. Miss Susan Peterson. Madam Chair, if I may, before Miss Peterson starts, I'd like to um bring to your attention uh an email that I received uh just today congratulating Miss Peterson >> uh for being awarded the school business administrator certificate from the Southeastern Association of School Business Officials. And uh the notification says that the SBA certificate is one of SS I can't get all these acronyms right,

002but it's the highest honor recognizing members who demonstrate exceptional leadership at the national, regional, and state levels. Only a select few professionals meet the rigorous standards for experience, education, professional involvement and continued development. And Miss Peterson is clearly among this distinguished group and has consistently proven herself to be outstanding leader throughout the Southeast. So, I want to congratulate her and just say how much we appreciate uh and value her expertise and having set that bar high, I'm sure she's going to bring us a really good report today. So, [laughter] >> well, thank you, Dr. >> I I I will say thank you, Dr. Nicely, for that. I appreciate it. [clears throat] >> I I will say that neither power outages nor ice storms will stop the budget from going forward. I think last year we

003worked through a power outage and and Mr. Kagos had to back up a a truck to my office door so we had power. Um and this year I was sitting in my office while his team was clearing the entire park parking lot yesterday. Um so I I thank Tom for all of his efforts to ensure that the work session continues on. Um and hopefully we have good news. Uh today is more not necessarily about telling you we have a whole ton of money. It's giving you kind of a glimpse of the governor's budget. Um let me get taking a glimpse at the governor's budget and kind of what's going on at the state level. Uh we'll go through the priority list. The priority list uh I'll reiterate this later, but this is just kind of

004a a everything in the kitchen sink. This is everything that the school division has laid out there that they would like to do. uh they are not listed in any priority. There has not um been any kind of consideration as to what takes precedence over the other. It's just the laundry list of everything that has been asked for so far. Um and then we'll take a look at long-term planning. uh you know as part of our first work session we typically look at the replacement plans and and what we need to infuse transfer-wise in from the general fund into our other funds uh to ensure that we are are kind of smoothing in long payments that are maybe in the out years. So first we'll start with the state revenue and if you'll bear with

005me I do have quite a bit of information in here. Uh we're going to go over estimated enrollment uh the change in the local composite index and and what that all means and then quick overview of the governor's highlights. So before I get started um I've grabbed this slide. This is from a presentation uh that was at the vast winter conference. Jim Reinball uh gave this presentation and I love this slide not for what's on here but just because it's it's lets you know that statewide the enrollment uh for school divisions is going down and you will see later that we are following along this trend and it is definitely not a Reno County trend it is a state trend. So, we estimate our um ADM for the next year. Uh we do this just

006I'll back up. Uh a large [snorts] majority of our SOQ funding that comes from the state is based off of the March 31st ADM. And so we have to project what that's going to be March of 2027 um based on today's factors. Uh one way that we do this is by grade level progression. And typically uh Virginia Department of Health will provide us all of the live birth rates. That has not been updated since 2020. Uh so I found that the Virginia uh public access project published some estimated rates for for Reno County. Uh the birth rates that they had for 2021 was 814 births. They had 2023 published and that was 700 births. And so then I took the average and said the the year in between we must be kind of going down.

007So I averaged that to be 757. Um and so I take that 757 and allocated it to all of the schools uh based off of the December 30 December 19th uh 2025. So the current year's enrollment and I do that by school because when we look at grade level progression we look at it on a school by school basis and a year grade level by grade level basis. So that's the kindergarten how we come up with that number and then we come up with grades 1 through 12 by taking the um five-year average of a student transitioning from one grade to the next grade. Um so what we'll do for example if we are looking at how many 12th graders we'll have for next year we will take the number of students in 12th grade

008in fiscal years 21 through 25 add them all together as the numerator divide them by all of the grade 11 students in one year behind. So here's fiscal years 20 through 24. So that gives us a factor of kind of their survival ship to the next year. And then we multiply that by the current year, grade 11. And that'll give us where what we think will end up being our student membership for grade 12 of of the following year, right? Uh so we do that for every every grade level and we do that by school as well. Mhm. >> 26 we had 13160. What did the actual Where did we finish at? I know it was a little less. >> Oh, I I'm going to build up to that if you can. >> Okay. No,

009it's fine. >> So, when we went through the enrollment grade level progression, uh we came out to, you know, dipping below the 13,000 student line. Um, we came out to 12,885 as being what we expect next year's uh, ADM to look like. Virginia Department of Education also populates the calculator tool with an estimate that they get from Weld and Cooper and and various sources. Their estimate was 12,924. We split the difference and so my recommended ADM that we will use for funding is 12,95. Um so that is quite a a a large number less fewer than what we have in the current year um by 255. That is not a significant amount of money that ends up being $2.2 million >> because does your 2.2 include the reduction of what actual came in or that

010on top of this? >> This is just the budget. So this is just literally taking the current year budget >> versus next year's budget. >> Just explain where we stand this year based on >> because that's going to be a part of it too. Yeah. >> Yeah. Okay. >> Yes, that'll that'll come up. >> Back to the declining number of students statewide. They indicated whether that was because few of fewer children in that age group or an increase in homeschooling or an increase in people attending private schools. I mean, does it go into depth as to where they're going? >> I think it's all of the above. I think it's declining birth rates. I think it's homeschooling. I think it's other options. I think it's all above. >> But there was a pretty significant decline

011it looked like from 25 to 2. Can you go back to that slide just real quick? I mean that's a huge drop and then of course it continues pretty dropping pretty chromat dramatically but I just wonder like his to his question I mean that's a pretty big drop in one year >> about 20,000 and how many do we know how many we dropped in that year >> um I have a slide that'll show you kind of side by side with this >> I I don't think this answers any questions but I I certainly wonder in my head if we can have any um insight based on public health data. If we think about the years that we see this big population drop, what happened right before that? CO 19 isolated everybody. Everybody was in quarantined,

012fewer birth rates, um may have been a result of that. I don't know if that helps us. >> Wouldn't co have created more babies? >> May [laughter] maybe afterwards. So, so my only point to that is um yeah, I'm sure CO had a little something to do with it, but I think this is a decline we've seen over the last decade. >> Sure. >> It really is. So, you know, we've went through this over the decade. My thing for county is is that if we, you know, we keep talking about, and again, I'm probably getting ahead of us, but >> we're talking about becoming a retirement community, you know, and you know what happens after you retire, right? So, and I'm headed right in that direction, let me say. [laughter] But >> I was going

013to say explain that. >> That's right. So, you know, but anyway, I will go there. Um, but for the lack of economic development, if we can if we can keep our kids here, if we can bring in our youth, you know, I think we're not even getting those kids to have that have kids to stay in Renault County. And I think that's a big part of this. So, it's all, you know, a part of it. But, um, >> it's an interesting conversation. I mean, the one piece of good news because, you know, we don't obviously control all of the factors that contribute to this. You know, one piece of good news, I think, as a school system is, if you recall, was it two years ago when we did the demographic study that was done

014by the county, the outside group that came in, one of the commendations they gave us as a school system was what they called our capture rate. Other words, of the eligible school age population, we do better than most in terms of actually getting them in public schools >> and our facilities were adequately. >> Absolutely. >> Right. So that's one piece we can control, you know, those things, but >> and so the next uh schedule, this is if you look in the bottom right, the 1295, that is the estimate that we recommend. And all I do is backfill this uh back to the different schools so you can kind of see uh how that would lay out. We we took a percentage of where the students are December 19th of 2025 and allocated um it across

015the schools and across the grades. Uh so that way we can kind of keep an eye on where the population shifting. So then here is your enrollment history. Uh and the way that this graph is laid out, the gold bars are the VTOE estimates that is in the calc tool when they give it to us. The green bar is what we used as the budget estimate and then the kind of purple line is what the true ADM came out to be until you get to the the current fiscal year where it says 123105. um the number that we use there uh since we don't have March 80 and we use the the caboose calculator tool for the 1305 um number and then you can see for next year uh the VDOE 12924 our budget of

01612905 and what the grade progression is. So you can kind of see I mentioned oops my mouse um this trend right here starting in 25 we're trending down and then so we are following along with where the state's trending. Um their trend rate is about 1.47% and ours is about 83%. So we're not losing as many statewide, but we are still projecting to to see a decline. And >> so we're about 110 if that from your graph, I guess we were estimated for last year, >> correct? >> Yep. >> And that calculates out to about 5,000 a kid or 5,500. So >> I'll have that >> more than that. Is it more than that now? >> It'll be more than that. >> That's right. It's more like 8,000 or 8,500. So that's like eight. That's

017almost a million by itself. >> Yes, sir. >> I got a slide leader in about that. >> Put your guess and we're going to see if this plays out or slides. [laughter] That's a good guess. >> Um so that's all we have for the enrollment. If you're ready, we'll move on to the local composite index. So for anyone who is new to school finance, the state comes up with this uh formula that uh takes into consideration a locality's ability to pay for public education using rural property, adjusted gross income, taxable retail sales. It does incorporate uh the average daily membership and the population. Um this uh local composite index they apply to make sure the statewide totals are maintained at a 55 45% relationship. So the locality picks up 45% of um what they say

018we should be spending and um educating our students. Uh this is recalculated every two years using a three-year average. Um it comes out at the first year of a bienium and it's the same LCA that is used for that bienium. Um and the uh after the calculation is done the minimum is a 0 2 and the maximum is a 08. Um so they always adjust if a locality falls outside of those range they'll adjust them to that. We're not near that so it won't affect us but just FYI. So for those of you who like big long formulas this is the formula for it. Um, I tried to color code it so you could see, you know, kind of going down. The first column is your property values. The middle column is your adjusted gross

019income. And then the right hand column is your retail sales. Um, the top the numerator on every one of them is how Renick County is doing and the the denominator is how the the state is doing. And so it's a relationship of our county to the to the state, right? um the first half of the the first kind of row is comparing those factors to ADM and it is weighted at 2/3 value and then you add to that a weight of a one-/ird value uh based off of the population of uh our county and like I said then uh the number is split 5545. So if you wanted to really dig into the numbers, these are the numbers of our calculation. So the top one comes out to 0 5155. The second line comes out

020to 0.2560. When you add them together, you get the 7715. If you multiply that by the 45% of the local share so that the state can keep that relationship, um our new LCI becomes 3472. uh compare that to what our LCI was under the last bianium of 3635 and we have a.163 lower LCI. The great news is this will give us 2.6 million more in state money. So it almost offsets our reduction in ADM. So that kind of that that that helps us a bit. So then the local composite index trends. Uh we've got all of our neighbors laid out here. You can see Bat, Bedford, Franklin, Montgomery, US, and then the city city and Salem city. Uh so you can see it's all of the bianiums since 2019. Um and you can kind of

021see where uh we have changed compared to our neighbors. So then Mr. Greenway um if when running through the the calculator tool, we get two calculator tools. Uh in December, we get a caboose one which is on the current year's budget and then we get the one for the 27 year or the upcoming budget. Uh so uh Mr. greenway that 110 you are spot on is about a million dollars. Um so what you'll see is uh the first column is the adopted budget and then the second column is what the caboose budget based on the governor's budget uh results in being and then we have the variance showing in the last column. Uh so the bad news is yes we look to possibly not be collecting about a million dollars. Uh the good news is

022we have about a $3 million payroll lapse as of January 15th. So I am not getting excited at this point. I think we can cover it. The even better news is the increase in the grant fund. Let me actually go ahead of that 1.1 million is if you look at the second bullet point on this slide, it is a compensation adjustment for a 2% onetime payment. Um, and I have talked with VOE Adnazium about this. And if this stays, we want to keep our eye on this. And if this stays in the budget, um, what this does, uh, the governor has, it's very complicated little I I worked this grid as many ways as I possibly could to try and figure out the easiest way to explain this. Um basically what the governor has the

023former governor has said was uh in the bianium FY25 we required you to give a 3% raise county schools gave a 5% raise our extra 2% falls into the second column as qualifying us for the next year's raise because instead of giving the required minimum we gave more than the minimum right and So then in FY26, we gave a 4.6% raise. So we used 1% of that to qualify for all of the funding for the FY26 raise. Right? So now FY25, we qualified for 100% of the funding. FY26, we've qualified for 100% of the funding. And so now in the governor's caboose budget, he has uh provided this additional one-time um kind of bonus funding for school divisions that if you can certify that you have uh provided 2% um of a bonus or an

024equivalent action, which the equivalent action would be a raise higher than what was asked for in 26, then we would be able to receive the funding. Um and so we actually did 1.6% the last column higher than that. So we qualify for this additional funding. Um regardless of whether we uh turn around and pay it out because we have already given our employees 9.6% over the bienium where we were required to give them um 6% plus the 2% so that'd be 8%. So, we've done as a school division, you have done much better than what the governor had hoped to do. So, then going back to the calculator tools. So, that's the current year budget. That's the caboose budget. So, now looking forward to the 27 year for the governor's budget. Um, and you'll see,

025uh, even though our ADM is going down, we do look to have about 7.5 million more in revenue. Um, I will preface this with this is the governor's budget. This is an outgoing governor. We have a a new governor who will uh take a good hard look at where the funding is going. Um, and so I suspect, especially with how uh the elections went, we will I'm hoping and suspecting that when we get to crossover, uh, both the House and Senate will be a little closer together and we'll be more aligned with um where the the current governor is looking, right? So, I'm I'm hopeful that when we get crossover, we'll have a a much more fine-tuned number. Um, I don't know that I put a whole lot of stock in in the 7.5 million

026uh right here. >> Um, >> hopefully >> I I don't know because it is a long year and so it may take a little longer. >> Well, last year we were up to it was like we were adopting the day of or the day after or something. >> It was, but it was a short year even though they took longer to adopt it. So, you know, in today's day and age, you just never know. So, these are some of the different um ideologies that went into the governor's um proposed budget. A rebenchmarking um of SOQ gave more money to the the all of the schools. Um updating the enrollment projections based on the ADM and the fall membership data. Uh recalculating the LCI, which we've talked about. uh updating sales tax revenue projections um VRS

027contribution rates which is a big thing uh state but the savings that we have in the expenditure side um will definitely help us on the other end. Uh the next item is uh the governor's budget included a 2% um raise for each year. So each year of the bianium it would be a 2% required and we did go ahead and run those numbers. Um they may go up, they may go down. we'll look, but we do have some numbers for you to look at for that. Um, and then uh another one that's really not uh very specific in the CAP tool, but one thing that they are talking about is shifting money out of the literary fund loan and putting it into the school con construction um >> grants. >> What is the A for

028SCAPS? >> Oh, >> assistance grant. Thank you. Um, sorry I had a brain. >> It's S. It's SCAP. So SB assistance program but they're grants as opposed to loans. That's the operative word there for you. >> So they're taking literary fund money and put it into that. Now we've not qualified up to this point and we are just barely like maybe a point or two away from qualifying. Um, >> is that the 20%? >> Yeah. Yeah. And the 20% comes from their calculation of that varies by school districts in terms of what you might be eligible for. So for us, they've told us in the past, yeah, you can get to 20%. If you remember, we applied for this for our current projects, you know, RCCTC and the elementarymentaries, but we just didn't meet the

029qualifying points. You have to 65 points. And a lot of there's a lot of points um that, you know, measure like measures of poverty that we just didn't qualify for. Um they have changed the scoring system. And so, um, anything we decide to do in the future, you know, we we'll continue to recalculate and see if we can qualify. Whatever project you apply for, it does have to be on your CIP. Um, and it has to be a project for which you already have like substantial architectural drawings for. So, >> can that be any project or is that a specific like a outside the normal? I guess it would be for anything, wouldn't it? >> Yeah. Any any uh, you know, major renovation, school construction. >> Okay. Yeah. Nice. I'm not sure if it's a

030dollar amount or anything like that, but >> um but there are certain stipulations that have to be in place, you know, for you to qualify. And again, it's it's a grant money, so you have to pay it back, which is nice posted to the loans, but it is only 20%. So, you got to still call up the rest. >> Sure. But that in thinking about what we're doing, I mean, that's an opportunity maybe to >> Sure. look at like Shelley's talked about the CSA and you know going to the alternative school but also maybe including if we have the I mean it's on you know CIP already to be able to get a one of these other schools done maybe we can get 20 if you can get 20%. >> It's a huge amount. >>

031It's a lot of amount. Yeah, absolutely. >> So that's really all I have for um the governor's [laughter] budget and state revenue. Any questions on that? All right. Uh we'll move into the priority list. As I mentioned, uh these are in here by department. They're not in any kind of order. Uh they may be from highest dollar to lowest dollar in some cases. Uh but other than that, there's really no other reason. And I would just state up front, you know, in full transparency as we've done in the past, you know, we're we're sort of the pass through in terms of, you know, passing the information along to you in full transparency. Dr. Sult can speak to this since, you know, he'll be in the driver's seat for next year, but you we've not done

032any sort of vetting. This is not part of what at we're we're prepared to rep recommend at this point. We're just >> Christmas. >> There you go. >> Well, and and all needs all good things to do. It's just in terms of prioritizing and comparing this based on what our revenues are going to be. Of course, we've not done any of that work yet. So, >> um, and I'll just give a quick little note about how all these slides for the next several slides are set up. Um, you've got the request title on the far left. Uh, in the middle is how it aligns with the strategic plan and the parts of the strategic plan that it does align with and then the cost on the right hand side. Um, I will not believe you're

033reading this word for word because you really don't want to hear me talk that long. Um, so I'll just touch base on each [cough] one of them and then you have uh the information to take back and um you can ask any questions as you go along. We do have some of the directors here when we get to their departments if you have any specific questions that they can um help answer any any questions otherwise um Dr. Nicely Dr. Sult and try try and help any other questions you have. Uh so first looking at contracts and I will give a big huge like warning we got the the contract information for everybody who exists today right uh we have not incorporated any retirements yet we have not seen um typically we have I don't know

034what 90 folks turn over from one year to the next um and during the budgeting process all of those positions are returned back to midpoint um so that could be a big difference between now and you know in a month when we start to see those um positions turn over and with intent letters and all that. Um so right off the bat we did a quick 2% raise. The 2% raise covers a step plus a little bit more. Right. Um I think in one scale it's like 1.6 six something blah blah blah plus 37% scale shift and the other's like a 43% scale shift because they're very close but when you get into the decimals it goes on right um so that cost about 1.5 million uh for 2% raise pull all of the folks

035that were at the top of their scale so similar to what we've done in the past to calculate what a $1,000 stipend would be for everyone who was already at at the top of their scale or has already exceeded the top of their scale. Um, and that would be 132,500. And then I mentioned earlier the VRS savings for the reduction in the contribution rates on the defined benefit plans and that will give us about 2.4 million of savings. So right away we're already in a deficit and that will help us either accomplish other things or if uh chosen we could provide a higher uh pay raise. kind of reiterate that one point about the the salary increases and even for you guys have done this before I know this gets gets confusing but you know

036we've got especially on the uh we've got step increases that are built into our pay plan so you know most people expect to get the step increase each year which is about the 1.6% and then anything we can do above and beyond to shift the whole scale is where anything above the 1.6 six comes in. Everybody remembers that. Just want to be clear about that, >> right? >> So hopefully it could be more. We just don't know. But it's 1.6 plus whatever else we can do, >> right? And there are two scalers. There's a a teacher, school counselor, a librarian skill, and then everybody else >> is the onetime thousand take-home or is that before taxes? >> Uh that would be before taxes. >> Correct. >> That's what you've done at really the board's request

037the last couple years. That's not something that's automatically built into our >> I I definitely agree with doing that out the gate simply because obviously people been here 30 years they're maxed out. The scale max out at 30 or 25 >> uh 30. >> Yes. I mean you don't want to I mean it's bad enough we can't adjust the scale and I understand the reason why but I think it's a good gesture. >> That would mean we have 1300 or so employees that have maxed out. Is that accurate? doesn't seem >> 132 and that is not taking consideration when we have retired already notified us so that number will change >> yeah that'll come down like I said all these numbers are before we adjusted to the folks to pull out retirees >> yeah [laughter]

038mover I'm normally not the math guy you know >> I know you're usually the math wiz [laughter] >> it's Nice. Um, and then just to remind you, we will be taking a look at health insurance and dental insurance. Uh, we have hired a new consultant, Innovative Consulting Services, and we're working with them. and they're getting all the information from Anthem uh for all of our claims to help us project out um look for maybe a better path forward that will you know help our employees and help our bottom line. Um that's all we can ask for is to to help both. Uh so then we'll move into the department budgets and in HR uh Mr. Bradshaw is asking for an additional $200,000 for teacher substitutes. Um he is having higher fill rates uh since they

039are know they know ahead of time how many teachers they need to have substitutes for and so they're their fill rates are much higher and so they're they're having to spend more more substitutes because they're actually getting them filled opposed to having to cover the class with other staff that are already in the in the school. Uh the next item is an online academy um additional stipens of 62,000. And what this does is helps um our students access additional classes online. Um it is Virginia code to require all students take one or two classes online and this just helps us to provide that mechanism to our students one class. And then the last is the middle school cross country siphons. Um this is on on uh the HR line item. Uh because we run the

040contracts through the GHR uh program. Um and so if you recall earlier this year, we went ahead and um adopted that for the current year. And so this is just building it into the budget for ongoing purposes. Any questions on this? All right. So, moving into the administration department. Um, and before I start talking about that, what you'll see in some of these where it says in red italics, one like if it says all-in grant position ending, um, we currently have 10 employees that are being paid through the all-in Virginia grant. Um most of these started with ESSER funding grant and then when all lane came in we shifted all those folks into the ESSER grant or from ESSER into the all in Virginia grant and now that ends at the end of this year

041and so for us to continue having that position um we would need to add them back into the general fund budget. So uh under administration they want to add two AEP teachers. one of them already is in AEP working with students and that position would go away if we don't add that position in here and the other one is a new position. Um and then the next one is a truency at intervention specialist uh that is already in the grant and she's the individual is already out there working >> instituted the all in Virginia grant. It was really geared toward uh you know helping school districts with you increasing student achievement. You know tutoring uh chronic absenteeism was also an element of that which is why we had used part of that you know for

042that truency and intervention specialist. So >> some counseling too is um so for the AEP that is I want that's for growing enrollment so we can take more kids. >> Yes. >> Correct. our principles are listen >> also under administration um is a student random drug testing program for VHSL um athletes. >> Yes. So, I haven't had a chance um since the last meeting we had the snow, but I actually left as well and let the committee work through it. And they do have uh the recommendation, we talk about later, but basically to do a small pilot doing around 10% of the kids not testing for steroids uh at just the high schools to and then gather data to see if it's effective or not effective. uh working with our counseling department to provide some

043of the therapy here and talking with Shawn. We just have to work with administration to allow our life counselors to not have, you know, hall duties and things like that because they'd have to be providing the interventions. Um and that cost is based off of what I reached out last year. We'd have to do an RFP to make sure, but that's kind of in the in the ballpark of doing 10%. Um >> that's wonderful. And let me ask you this. Uh, I guess we have to vote to do this at one of our meetings. >> Yes. >> Is this something we need to uh send out to our to our parents to try? I mean, we obviously want to keep them aware of what's going on. >> Yeah. >> I think this is a wonderful

044start and, you know, we can build off of it or >> Yes. I let it >> I let Miss Green [clears throat] north side's principal run the the meeting after I had w uh had left because I wanted an unbiased me not pressuring anybody. Um, and she has sent me pictures, but I haven't gotten up with her to finalize exactly what the recommendation is, but off the top of my head, it was 10%. Uh, students involved in VHSL, extracurricular activities, sports, with no steroids, and getting some metrics there and actually surveying the kids afterwards to see if it prevented them from using any substances as well. So we get data along the way to see if it's effective and it they wanted to stress it would be a one-year pilot of which then we would

045analyze the data to see if it is worth continuing. >> Well also that cost is are we talking about just the testing like we're not incorporating any other intervention. >> So that would be provided through our people. >> Do we think we are be able to >> in talking with Sean Hughes? We do. >> Yeah. So when we when we do that, we probably I mean Miss Hughes or Miss Hans or somebody probably ought to be there to answer questions for >> So I'll have Sean with me when I do that and I can do it at the next work session. And then basically um the other thing we would do is reach out to Blige Behavior and see if they will be willing to add us into the grant that they have with Bat.

046So >> make no mistake. I mean this is uh this is a positive because you know if we can help our kids in any way even if you know I've heard in in those meetings even if it's a deterrent of well I can't I'm at a party I can't partake you know I don't want to take the risk of getting tested even if it's just the deterrent for that. >> Well and before we present it I would want to iron out with that with Jill from what she got with the group like what are the consequences for a first offense what are for a second offense. Yeah. >> Yeah. It's not it's not easy, but I wanted to put it in the budget just in case you guys decided. >> Wonderful. Thank you. >> to

047think about doing it. Just put >> our communities. Thank you. >> Well, another thing just to mention is the reason you keep saying not to do the steroids is because the cost number one. >> Yeah. >> Significantly goes up. >> Say that. >> It significantly >> Yes, ma'am. It's pretty much double the cost if you add in steroids. And the committee didn't feel like, >> no offense to any of our athletes, but walking around that there was a prevalent use of performance-enhancing drugs out there. television as hell. [laughter] >> I mean, that was the that was the committee's feedback. >> And the other thing that we've talked about on a number of occasions is that we there's no way to know technically if it is acting as a deterrent, but I do like what you're

048saying there about potentially doing a survey because I don't know how else you capture that information. I think that's what you have to do is survey the kids who participated and said, "Did did the fact that we had random drug testing impact your decision not to use illegal substances or whatever?" And when we put it out, we definitely would need a communication plan built with Chuck to make sure we're getting it out there in plenty of time. We're we're being very uh transparent with what we're testing for, etc., etc. So, I'll work all that up for the next meeting. Is that fair? >> Yeah, absolutely. >> And and I I think it's also worth making sure that we're looking at the data that's already out there because there have been um nationwide uh studies of

049whether or not drug screens are deterrent. Um and and so far they haven't been particularly promising as far as the amount of money put into it versus how much you deter you. So >> yes, sir. We did, the committee did look at research articles on that and most of them did say what what you said or when the drug testing went away that and it also had no impact on the kids that weren't test I mean weren't participating. >> Correct. >> Yeah. >> So if you know you're not getting tested. >> Yeah. We we made sure we gave background information. We gave the research that was out there. I think there was three or four articles that people read uh based on the effectiveness. Some of them did say that >> you know rather than

050doing drug testing that um global education about the harmful effects could be more promising. So, the committee read all those things. >> And Jamie, just for context for for Dr. White, you might tell we've had uh we've had meetings with uh you know, >> oh, different groups of stakeholders. So, we actually uh >> talked to our SACE as well to get the students feedback. >> Theirs was really interesting because only one kid on the whole SA SACE and it was anonymous. I have no idea who it was said that they were not in favor, >> right? >> Um >> the rest were. Of course, they did make statements, some of them did about like budgetary impacts and making sure it didn't take away from something else. Um I'm just going to be transparent. They did

051feel like some of our sports teams did have some use issues. >> Absolutely. >> Um and anything that could help a kid not do it was where they were coming from. >> And I do agree with what you said about what the research said. It's there's not enough out there that conclusively says it will stop it, >> right? >> And I think that's why we would have to collect our students data >> as part of our thing. And if it's not working after a year in a row like this is irrelevant, maybe we don't do it the second year. >> Yeah. The other thing to mention is that we looked at other school districts in the state and there's not many that we were able to really look at their information because they're not doing

052it. And there were some that were doing it and then took it away because they weren't really getting the results. >> Yeah. They weren't hard catching anybody. >> Yeah. >> And then >> which raises the question, you know, if others are trying to look at this and not seeing a big impact, do we want to be investing extra money and and doing it ourselves like reinventing the the same wheel? >> And that's the decision you would have to make. I mean, because other divisions do say it works and they do believe that it cuts it down. >> Don't know if it does or doesn't, but that is the report based off of their student survey data. >> Yeah. So, >> but what you're saying at this point is that we would discuss it further in

053a work session and present all that information. >> I'll present all the information and then by all means it's the board's decision. >> Okay. >> I just didn't want to leave it out of the budget in case you guys want to move forward. >> Sorry, Susan. >> Oh, no. That's >> Can't blame you for the 530 exit. >> Um, the next item in here is also for our sports groups. our sports software package. Um, this is a a great way to collect physical and eligibility information on our students that is safe and secure. Um, it also provides a platform for transparent communications uh between our coaches and and our students. >> So, the real I don't mean to cut you off. The really important things here are the the communication piece is huge because it

054would be our official way of communicating with kids would be through Arbiter. Uh the other thing is Arbiter, the old you get your physical in May and you're good to go and you get it every May. That time thing has shifted. It's long they're um valid longer than that now. Um also with the new eighth grade rule or you start next year, you're going to have to lived in the middle school that feeds the high school. This is a way to allow the ads to track it. This is something all of our ads really pushed for support for and Miss Nukem did a good job of arranging meetings with all of them and Arbiter. So just to give you a heads up as though that could change based on the bill that's out there now.

055>> Which bill is that? >> Where they can play. >> Oh yeah. Or open play. >> Yes. >> Yeah. >> Based on where they attend school. >> Where they attend. So that all could change >> but still managing the the physicals and the meals and the VHSL >> uh does a lot of the things with Arbiter. This cost is doing the things that we would want in addition to because there's also all the HIPPA thing like I don't know if you've seen the kids physical lately but I took my kid to the doctor. It's way different than it used to be and I guess it's to protect all the kids information from everybody and their grandma seeing the physical. So then under school counseling, um Dr. Hughes wants a social and emotional um program that

056will help with our student behaviors. So that's 55 and 400. Can >> I speak to that one real quickly? >> Um so she did send me this um and I had a chance to kind of look through it um play around with it. It's all broken down by grade level and um what the components are to it. So right now um it's kind of a hodge podge is what I'm understanding is the way it's being done. There's not like a a pro there was a program that we're using. Correct me if I'm wrong. You can jump in here, Jessica. >> That's correct. >> Um but we've kind of gone away from that. So we're kind of peacemealing it together, but we don't have a program that we're we're using for um for this. So, what

057she is asking for is that we bring back something that would be um districtwide and it would be a little bit more consistent. Um and we can all have a you can all look at it if you want to to take a look at it the program itself. Um and and I did say that if she wanted to come to one of our meetings and discuss it and give us a little bit more information if you want that that she would do that as well. So >> then it's basically teaching expectations how to take care of yourself. >> Right. There's a bullying component in it. >> There's a bullying component. >> This has nothing to do with PBI. No, this this has nothing to do with not giving consequences for this is basically where we

058have a vacuum sometimes of kids understanding >> how to behave and what what to do and how to deal with their if somebody's bullying you or your own emotions. >> This is just an education thing like that almost like and I haven't reviewed the full program like Miss Clemens did but almost like character counts used to be >> things like that. And then also just to mention the gentleman, tell me his name, that came to our um he's this is his program, right? But he came to our um is that >> Oh yeah, Houston craft. >> Craft, >> the guy that came and talked to our and our last one, this is his program. >> Okay. So yeah, >> Mr. Riley also was with um Dr. Hughes when they reviewed this. >> And we've had

059Thanks looked [snorts] at it. We've had all the elementary middle school folks take a look at it just to get feedback again to go through the procurement process those types of things and the budget that Dr. Hughes has presented would cover us K8 with their tier one materials if we went with that company. And the middle school, we've got advisory time right now where middle schoolers are doing some of this different work, but it is like we said it is kind of a a hodgepodge of different things and stuff that you know we've kind of created. Again, you guys heard uh Houston and Craft's message and kind of what he's about and that's that's the the curriculum that we would use. his organization. Well, if if procurement goes that way, that's that's where we got

060that number from and that's the material that Miss Pundits and other folks have looked at. >> Okay. >> And and just to echo a comment about the PBIS as well, unequivocally u to stop bullying, mental health research does show that combining PBIS with something like social emotional learning is the only way you make any head ground. So definitely important that we're looking at at this. And when you get older, things like emotional intelligence actually improve things like athletes performance. So another thing if we're want to continue to celebrate more and more state championships. [laughter] >> So something to think about if you guys did want more information. I'm Sean would certainly come and and talk with us if we wanted to do that. So >> Okay. Right. I keep interrupting. I'm sorry. So then uh

061we'll move into the special education and pupil personnel departments. Um and before I kind of get started with this, you know, big doom and gloom at the beginning of this saying how our ADM numbers are going down, our ADM numbers are going down. Um but our special education numbers continue to go up and so we're going the opposite direction. So we need to infuse more funding into special education. I think um Dr. Harmon, if I'm not wrong, I think we had 53 more students this December child count than the prior December child count. Um, and so if you think about that and all the work that goes with each one of these students and testing and identifying and and writing the IEP and tracking the IEPs and all of that. Um so uh the first

062item on her list is to extend her program manager contract uh from 240 to 260 days to allow year round um leadership uh for all of these needs. This is with um her preschool program. Uh so that's $11,000 to extend that one contract. Um the next one is a PECAT teacher. Uh so the preschool assessment uh team uh teacher contract from 220 to 240 to allow with ongoing and year-round assessments. Um so this is assessing preschool and kindergarten students um for their readiness to to come to the school division. Uh so that's 8,000 a little bit over that. Um the next item she is proposing to move one instructional assistant out of the general fund. And so that's why there's brackets around the general fund number and moving that into her VPI grant. This is

063a state grant that we get uh to support our um our preschool classes. Uh, so that would be kind of a a net zero for the division, but it's saving money in the general fund and using her grant money wisely. Then she would like to add another PCAT [clears throat] teacher [cough] in the VPI grant. Uh, so that uh typical teacher mid scale is 83430 for all the benefits included. Um the next item is adding a board certified behavior analysts. She would like to add three of them um for 269 832. And I'm kind of flying through these. So if you want to jump in here, Dr. Harmon, please >> can I jump in on that? >> Please. So, one of the things we're working on with d we're actually supposed to start this week

064uh is we have contracted with through Mike with one of his grants uh to bring in u PhD level BCBA which is a behavior specialist to try to help kid or teachers and leaders uh learn how to deal with kids with behaviors in a way that's not reinforcing the negative behavior. Uh so just trying to increase tools in the kids toolbox or not the kids the teachers and and the administrative staff. Um he's [clears throat] worked with several whole states. I like him because he was an MMA he trains MMA fighters too. Um that has anything to do with behavior stuff. [laughter] But at the end of the day, um we recognize that our teachers are seeing and our administrators are seeing some behaviors that are um unprecedented, especially at the lower and lower grades.

065So, equipping our people with as much knowledge as we can is one of our strategies for doing it. And this hiring these three would allow us to then continue the coaching that we're learning from the these um two BCBA guys. >> Where would the three be? >> Well, they would go around the county >> float. >> Yes, sir. >> And obviously the schools would wherever there's high needs, we would would move into that. The the prayer is that we can hire three. >> That would give us five. So >> Oh, that would give us five. Oh, >> so you would have five. So each of your pattern and then we have one for preschool >> folks are in crisis a lot when kids come in and and we don't know them and haven't had time

066to work with them and these are the highest strain people that deal with behavior. So if we had one for each region it would be a huge help to our schools. >> Does that go back to helping our schools directly? Would they like you know I'm asking for help with >> Yes. And that gives us a to work with them to >> model the entire division. >> And if I'm not wrong, these are not special ed need. These are just >> this is >> for everybody. >> And I'll just be transparent. I think without this, we have a tendency because we don't know how else to get support, especially Kim's shaking her head. So, we're finding kids eligible >> because we need some services to help them when really we need to >> prevent and

067work with our teachers and and work with those kids on strategies and things of that nature. But it's so foreign to what we've had in the past that we need to equip our people. I mean, everybody's got a classroom management plan, right? So the guide that we're bringing in, it's a very detailed classroom management plan that basically spells out specifically what do you do with this? What do you do with this? What do you do with this? I never got that in school. I had classroom management basically how to manage my classroom, you know, making sure he had structures and routines for all you educators. Harry Wong's first days of school that book. >> But we also had discipline then too. So >> yeah, you're right. >> Right. >> At home and at school. >>

068Yeah, that's right. That's right. So, and I don't want you to think that any of this takes the way of discipline. >> Yeah. >> If if you do something that deserves a consequence, you get a consequence. You know, whether >> change >> that that never going to change. >> It's just okay, you you've got the consequence. Now, we have to teach how to do that. And also make sure we're not reinforcing the negative behavior. >> You know what I mean? I mean, if I was smarter back in the day and I knew I would have got sent home for certain things like not bringing a pencil to class, I'm not saying it's going on, but I'd have figured out real quick how to go home. >> So, it's finding that happy medium. >> But I

069do think everybody's doing the best they can. We just got to keep giving our people more resources. >> It's a lot. >> It is. >> Do you see any of that change? Like, I know this is down the road, but if we do have that alternative school, how do you see that? >> Yeah. So that that would be a perfect place for one of these people to actually go in and work with those kids too because the goal would be to get them back. >> Right. Our goal is >> also figuring out who needs to go there. Would this person be a part of trying to figure out how we >> Yes, absolutely. I would I would assume that that person would would provide or one of these people would provide us with feedback on

070the situation. And of course there's another variable and it's sped. Right. >> Right. >> And we actually created that this year. We created a I can't remember what y'all named it, but basically like an intervention team. Yeah, like a core team because basically, you know, people were calling Tammy and getting one answer. People were calling Beth and getting a different answer. So, we wanted to make sure we had all the information all on the same page before we're making decisions, which is >> seem like this position would be good to transitioning there and maybe transitioning back, right? I mean, this person would be kind of your go-to. Yep. That'd be part of it >> and preventing any business. >> And I'd love for you guys to to meet Paulie when he comes in. His name's

071Paulie Gavani. I think I said his last name right. He just tell me to call him Paulie. Um, but he's a straight up New York guy who, like I said, used to be the PBIS person, but basically says, you know, there's holes in the PBIS when it becomes a token economy, which is basically what you're saying. And that's not that's not what it's supposed to be, but when it's m used like you give them a candy bar and send them back to class. That's not what it should be. It's teaching expectations and teaching people how to handle the behaviors when the behaviors are there. >> Well, then I think we need to readress that. Yeah. Because >> Oh, I agree. >> I'm not hearing that in my schools. >> And I would I would love

072for you to meet Paulie. You would you would really like him. He's just a down salt of the earth guy. Beth actually is the one who introduced me to him and I read his book. He's got a book that says positional authority ain't leadership. And then one uh what's the other one? Classroom >> leaders. >> Yeah, classroom leadership. He's basically saying we all the adults have to be the leaders. >> Yeah. >> Right. And that we're all on the same page >> and understanding behavior and how to change behavior. And Mr. Hudson's if I don't be quiet, probably not going to be very happy with me. [laughter] >> We'll meet him. It's good. >> Next. [laughter] >> We only got 800 more slides to go. >> Oh, that is true. Let's go to the promise.

073>> You already talk about re class? >> Nope. I'm getting ready to teach you. So, the next item on the list is a new reap class. This is a self-contained autism class, and we would need a teacher and five behavior coaches uh for for this class. Where would that go? >> The goal is to have one in each feeder pattern. Right now, we've got four, so it'll add a So the goal is to spread out so that we have a classroom in each >> and I think we figured out how to cover those. >> Okay. >> It's really just >> but we're at capacity in our current programs. So all the kids we place in in our programs prevent. So, continuing on with the the special ed and people personnel service needs. Um, one FTE

074for a speech language pathology assistant. Um, by employing the assistant, uh, the person can take over some of the the um case load of a speak speech language pathologist who can then uh, fill in a full-time need for the um, augmentative and alternative communication coach. Um and so the hope is to be able to um get the capacity in and help ensure equitable communication for everybody. >> Uh the next item is a new facts class. Um this would be a teacher in two IAS. [snorts] >> Where would that go? Same question. Right now we need um a second high school program at near capacity in um our secondary box programs. So they're way overloaded for next year. We don't Okay. And then an additional instructional assistant for the prep class is necessary. Um and that's

075it for for special education. So then moving into elementary instruction, um there is a desire to go ahead and hire uh three assistant principles. I think this will get um an individual assistant principal at every single school that we have. Um [snorts] and so there is there is a desire to go ahead and do that. So we would not be splitting principles between elementary school assistant principles. >> That should be two of mine, right? Fort Lewis and Mason's Cove. [snorts] And then you have Mountain View, I believe. We share >> back. [snorts] >> So Fort Le, Mount Pleasant would be one that would get up. >> Mount Pleasant, Clack Creek, and [snorts] Fort Lewis. And then >> so five schools. >> Yeah. And we already have two that play. We've gotten three. >> Okay. and

076then a divisionwide literacy coach uh to help with the Virginia literacy act compliance. >> Did you want to add anything about that? >> We currently have been using some all-in funding um to provide some additional coach support in schools based on data that we look at individual schools. So this would basically take care of that particular position that is currently been funed. So then also under elementary instruction two math coaches that are in the all-in grant now um of 190 197 and then to add grade level coordinators. Do you want to add about any of these? So currently at the elementary level we have grade level coordinators only in the schools and in the grade levels that have three of each grade level. So this would allow us to have a grade level chair at

077each of the schools regardless of size which would give them equity across um the board as far as attending necessary meetings for instruction. Moving into secondary instruction. Um we have five middle school reading coaches that um this one definitely started during the co money and then was moved into the all-in grant. Um and so there's a desire to keep them. We have one at each of the middle schools. Uh so there is a desire to keep them um incorporate them into the general fund budget. And then the next item is uh to provide a we have a wonderful opportunity ready program underway and currently our students use uh Microsoft Office to save all of their files. And so there is a desire to seek out a a portfolio platform for which uh these students can

078use instead of um just the Microsoft tools that we have. and and the platform that they're looking at will provide kind of real time back and forth communication between the teacher and and the student to help improve the students uh portfolio. >> It's portable so they can take it with them whereas the current system you know they only have access to that while they're still a student but this would be portable. Uh, next item under secondary instruction um is additional coral music resources of $10,000 and then a small amount to add to the student advisory council or 500. U moving into assessment and research. Uh they have asked for three gifted resource features. Um a data aggregation software and EOC writing performance assessment scoring for verified credit. Uh did you want to add any comments

079to that in any of those? Uh yeah. Uh in in terms of the uh the first one, the get the resource teachers, that's an easy one to look at and say, well, with all the needs we have, why in the world are we going to spend money on this? And basically my my response to that is one we spend goobs of money uh helping folks with uh with on the other end of the spectrum with uh with direct instruction and instruction that's specialized. But we also are required by law to provide specialized instruction on the higher end as well. And if you think of the number of positions that we have providing specialized instruction for those who struggle, we have five positions in the whole county. Um for those who don't uh and those who

080actually can be bored sitting there, you know, the kids that have already learned the material, you know, they this is this is what they look forward to each week. Uh being able to see that gifted resource teacher to work on their critical thinking skills. And compared to divisions that are the same size in the same area, we are vastly under. And um and basically if our gifted parents aren't happy, they can vote with their feet. And how do we get uh money, you know, for the division? We get money for the division by, you know, our our ADM. And so we have to make this a place that everybody's happy, that everybody, you know, gets gets what they need. Uh That's that's my pitch on the first one. The second one, the data aggregation software

081is basically um we're looking at ways to better provide data on you know not just so data but benchmark data and all that to parents but also how we can communicate better with parents and also how these principles that you know are overworked right now. um how they can better access data so that they can pull it all together and you know create reports much more easily than they could in the past. Um and so uh so that's that one and the other one is so it actually time and the other one we've been basically doing out of lever money for years but now that some of that money is ending we're not to play that show game. And um this is a this is a graduation piece. You know, having having the the writing

082performance assessments in place of the traditional writing so means that we have a much higher pass rate. Um and they write more than than this one time, you know, one one day test. So um it's a small number, but it actually has a big graduation um impact. So, uh, so this will be a high priority for me as well. >> Add one thing for the sake of the minutes of the meeting. Um, I've never heard the word goobs before is I [snorts] quickly Googled it and it is in fact a real word. So, I just want to give him [laughter] the gifted gap. >> Can you go back and tell me how many we currently have for the gifted teachers? >> Okay. So right now serving 27 schools, 26 schools, you know, that that are

083full-time. Uh we currently have five gifted teachers, five for the whole division. Every single one of our gifted teachers is in a new school every day. And they're teaching every grade level in that school every day. >> And on top of that, they have additional duties like, you know, insight and, you know, all of these these extracurriculars that we try to offer on top of that. So, um, the state's paying for how many? >> I don't have that off the top of my head. It was it was more than what we're >> So, the point of the matter is that, uh, you know, we, uh, you know, we we probably I could probably be asking for seven. >> So, we're talking about K through 12. >> Yes. Uh, one of the positions would go to

084high school, which currently does not have a person assigned to that full time. Um, two would augment what we're doing in Elementary. >> And so that would give us, you said how many currently? >> Five. Give us eight. >> Give us eight. >> And you said one dedicated to high school. >> Yes. Right now there's no one dedicated to high school. >> And is that on the gifted is that balanced by schools? Is there >> It's balanced by case load. So um you know it depends on you know how many we have that are um found eligible but I know that for example in your area we are finding a lot more eligible. >> So can we get numbers? Can we get the numbers on those kids for each school for each so we have

085an idea on that? >> Yeah. >> I think that would be very helpful. >> You want to remind people how they end up in the gifted program? So to be in the gifted program ideally uh what we're doing is we have uh we're testing every kid at second grade, every kid at fifth grade. On top of that we have teacher um identification or you know teacher referral and basically you have to test into it. You have to be in the top 2% of students in the nation. We're talking about 130 IQs roughly. And um and so uh basically that's two standard deviations if you're into that sort of thing. Um, and basically what we have, Brent, you're excited. I know. Um, so basically the kids we're talking about are the kids that are going to

086do surgery on you. Okay? They're the people that are going to build the bridges that you drive across. Okay? You want them to be spooled up. You want them to be ready for the next step of their lives. Uh, we work on their critical thinking skills, their inductive and deductive uh, critical thinking. Um, and literally it's the light in their in their week. And um and so you know it's a uh you know it is a big piece and um you know and and you know just if you had a kid in that situation highf flying kid you know real what would you want to know is really the the question that wasn't about >> no defin but you know what I had two kids in it [laughter] and then I had Brad but so

087and you know what's funny is probably as I mean he's as they're all smarter than I am [laughter] which I know doesn't take much >> but um so I know about the gifted program but that's why I asked I knew that you know it was very early that they got tested in second in fact he he should have been and he was uh I forget he was uh too hyper or something but you know they they pulled him out but he was in it >> and we increasingly have um you know kids are twice exceptional, meaning they've got we are seeing more and more autism. We're seeing more and more special ed. We're seeing more and more behaviors in gifted and we don't remove them for that. You know, they're they're they're in there and

088they're I mean once you're once you're identified, you're identified >> and uh so that's that's that's changed. And so um you know, not only that, at the high school level where we're not serving, we're seeing really, you know, we're these are the kids that are getting eating disorders. These are the kids that are, you know, that are, you know, sort of the perfectionists. These are the kids that there's actually a lot of depression in gifted and um, you know, they, you know, they need services, too. >> I do feel like you're holding back there a little bit, you need to I [laughter] can harder, you know. >> Wow. >> That's good. >> He's saying everything is true. Is that true? >> Every kid had a >> I'm still mad at Brent for I'm just saying

089that I mean [laughter] you would be shocked by what we deal with >> you and it's not all the land of you know it's not all you know >> No it's a good point I've always said I it's historically and traditionally like you know we people teachers whatever make assumptions oh you're in the kitchen program therefore you're automatically responsible and organized and all these things that's not true >> so I have to teach those things too >> must own another kid with those comments. So, I'll just let us go on. [laughter] >> They I hope they don't ever watch this. >> That's exactly what I was thinking as soon as it came out [laughter] of your mouth. >> Don't anybody say >> Yeah. Why would you? Yeah. >> All right. Next car. [laughter] >> All

090right. Moving on. um going into the career and technical education, uh they would like to add a part-time adult education coordinator to help uh build up that program going forward. They would like to extend the workbased learning coordinator contract uh from 200 to 210 days and then extend the supervisor contract for CTE from 240 to 260 days. They would also like to uh I guess implement a new program stipen for industry career switchers. So this would be they're hoping to get at least two people. This is where they're they are trying to attract um industry professionals to to come to the school division to teach their industry at RCCTC. So this will be a very specific siphon um only for those career switchers who will teach in their their industry at RCTC going forward. >>

091So one thing and Ken this is more of a question for you maybe Chris or Mike or >> um one of the biggest things about the adult ed I've been told is we've got to figure out a way to entice our teachers to want to do it. >> Right. So, if we hire this person, we still need a plan to figure out a what is what does that look like and b we've got to set some funding aside to take care of that. It's >> a bit of a chicken and egg question in terms of, you know, do you need this person before you get stuff going? Do you entice teachers? So, it's definitely worth figuring out once we get the new building open especially. >> Okay. >> And that person could also reach out

092to business and industry to try to get somebody to teach it if >> true for the adults. Now, one thing that pops into my head is the the rad what is it radiology program at Virginia Western where I mean can boost daughter for one you know people that are great students but it's really hard to get in because they only have a limited amount we could facilitate a partnership with Corillian which I was talking to a guy when we were walking around not committing anything but we could double it because they say they can't find that they don't have problems finding doctors they have problems finding the the radiology tech technologists and the people like that is where he says that they're having the biggest challenge. >> I 100% support it. We got to figure

093out how we're going to that >> and Dr. Nice is exaggerated. It's a chicken or an egg. >> You sure did things. >> Sorry. It was on my mind because I know it's something that we've talked about in the past and I've also talked to some of the instructors at the technical center. >> Justified. >> No, [laughter] it really is a problem. We need to figure out how we're going to how we're going to get this thing on because I know some of the schools actually fund a lot of their programs with the money that's made off the adult and it would help our budget. >> Uh the next item was uniforms. Um Mr. sir would like to as we're looking into moving into the new RCCTC building um he is hoping to be able

094to outfit our staff and students with uniforms is appropriate in their programs and so he he's asking for some funding to uh put that in place. Um part of that is going to be like uh a smaller you know one time for staff and then students will be every year recurring. Um and then small a lotment increase uh for um inflationary costs in the CTE department. So 1972 for that. Uh moving on to facilities and operations. Uh the custodial contract that we have in place has um a an inflation factor in built into it. And so that is going to add 335,565 to our budget for next year. >> Are we close to five years on that contract? I couldn't hear. What did he say? He said he thinks this is the fifth year that

095that we're in that contract. So, we'll go back out the bid. >> And I would also ask for $335,000, how many people could we hire? I can't remember, Todd, how many, you know, we've got the high schools are now covered, right? Are we do we have the high schools covered? >> No, just Bird and Clever. >> So, we still don't That may not be so bad. I guess >> I mean $335,000 in a year. That's just indexes. >> I guess I had thought we were moving off to the high schools at least. >> Well, we had Mr. Bradshaw had a hard time hiring there. We were looking at doing that for a while, but >> you're correct. Yeah, we we tried. I mean, to Todd credit his crew and J Lee and everything, they we've

096interviewed interview, but just trying to get them in here to take the job, pass the >> pass the background check. That's what I was going to say is our is our requirements probably are stiffer than what some of these >> vendors are. >> I don't want to say about any of the vendor >> you know exactly what I'm talking about and I mean it does concern me because you have people constantly flowing through our buildings and we're not doing those backgrounds and I mean I would much rather see our own employees there become a part of the school family and some of them do. Yeah. I'm not taking away from some of the folks that do work for the company because some of them do a good job, right? They're good people. I just think

097overall it' be better if we manage it ourselves, but that may be impossible. >> You said it feels impossible. >> So did bus drivers talk. But you did it. >> [laughter] >> But I mean in reality anytime you outsource something you lose you lose a little bit. All right, the next item on his list is operating costs to go with the RCCTC center. Um, it's going to open uh for half a year next year and so building into uh the budget about $86,000 to cover the operating costs, utilities and all that. Um I would expect a similar amount the following year to get us for a full year of operating costs. um Western Virginia Water Authority has already um met with us and let us know that they are raising the rates. I think they

098already did for the current year and so the impact to build it into the budget for next year is $80,000. Um we continue to struggle to attract HVAC lead uh folks and technicians. Uh so there is a desire to um shift them on the scale that they are uh better aligned with industry guidelines because if you think about it like when you at your own house what you pay for um an HVAC tech technician to come out is tremendously more than what we can afford. Um but this would try and get them up a little bit more to try and attract some groups. Not another situation where currently you can't find people that we've got retirement and another person who's left three. our current salary scale in terms of >> so it doesn't compare very

099well to private >> certain even based on I don't know what you're saying these are direct conversations that my guys had other even school systems were not matching those would get us really close to what we did in that amount we talked take the job and ask them why you take the job. Turns out it's at least $10,000. This gets as close as you know 12 or 13. I hate to say this, Todd. Do do we need to reook at the pay scale for for most of our construction folks and or maybe even do I hate to do a payload study, maybe an update or something, but reason being we did this about five or six years ago when we got critically low in in several positions in in the facilities. If I if I

100can answer there, we we looked at this to help with the Hback and we try to keep the integrity of our pay scale, but shifting them a grade plus steps, those kind of things to get to where Tom was talking about to be competitive. Uh we know we won't be the highest by any means, but it does keep the integrity and truthfully right now our Hback we're really we're struggling. So anything >> I do feel like it was something we needed to do and that's what that figure incorporates. So again, from HR side, >> I completely support that. So, so this is really the only area I guess that we're struggling with construction. >> And I'm not saying our compensation for our other tra. >> Okay. [clears throat] >> Yeah. No, that's good. We're good

101everywhere else. We're good. Uh the next item on the list are fire fire extinguisher replacements for $50,000. Um we've got HVAC parts price increases for 50,000 door part increase door parts price increases for 20,000. Um building material price increases for 20,000. Mowing contract price increase for 10,000. So you can you can see most of these are um just the materials to go into these trades are going up and we just need to infuse some some funds to cover the inflation. Um under uh my own department uh we have the $530,000 if you recall moving to the um capital plan. Uh we agreed in the memorandum of understanding to add back into our budget $530,000 every single year. Um the county is doing the same thing. They're putting 530,000 as you add into the program from

102their side as well. And so we are matching this to help with our capital future funding program. >> This is the debt service. This is >> um this is what will help with the debt service. So this is what we're putting setting aside to help with that going forward. >> Okay. >> There there's just real quickly there's two different ways that we contribute to debt service. I think it's important because it came up recently. >> Yes, it is. That's >> so um so correct me if I'm wrong, but I'm I'm going to say ballpark. So we contribute each year over $4 million to one piece of the debt service. >> Correct. >> And then another piece of the debt service that we contribute to that's two or three million. >> About three million now. >>

103And that's the one that goes up 530 each year. Yes. >> 4.2 million debt service goes straight [clears throat] to their debt service fund and then the three million plus this incriminal change every year goes to the future capital fund. >> Yeah, that that sheet that was given to us with the $5 million. Yeah, that was a little disingenuous but um but yeah, thank you. >> Um I have added insurance on here for 60,000. Uh we had a jump in just our regular property general. um overall insurance values, our property values are going up and so uh we've had some pretty rough claim years recently as well. Uh so I want to make sure that we have enough to cover our premiums going forward. And then the last item, long-term replacement plans. This is a

104very very very rough number and it depends on uh the desire of the board as we get into the long-term replacement plans. Um it does not include the technology piece which is greater than $2 million alone. Um this is just everything except for technology. Uh we would want to infuse additional $459,000 into uh our various plans and I've got that laid out later on. Um under technology uh there is a desire to uh replace a an ITRT that had retired in a prior year. So that will help with our staffing and then borox is going to go away and so um it is uh my understanding that we would need another 25,000 to uh get him get put in place a suitable uh replacement. So that's for it for our priorities. Any additional discussion thoughts

105on any of that? All right. Well, we will move into the long-term planning. Um, and just to remind everybody what we do with the long-term planning is in the general fund. It's kind of the top of this slide because we transfer money out of the general fund and into these other funds, the fleet replacement fund, the instructional resources funds, the technology replacement fund, and the capital projects funds. We we transfer large chunks of money into these other funds because that helps us in our long-term planning for the plans, the the replacement plan for fleet, for technology, for uh textbooks, for the capital improvement, the CMP, so that when we see very large, for example, textbook adoptions, we can build up to that and cover it in the year that we need it as opposed to

106having a giant chunk of $2 million that we need to set aside in one year for a large textbook adoption. We set that up so that we transfer money in to cover that when the time comes. And then off to the side, uh not underneath the general fund, but the nutrition services fund have their own equipment plan. They fund it themselves. uh here recently coming off of CO they've had a large surplus and have had to uh determine how to spend that down because they are only allowed to to retain I think three months worth of [snorts] uh their expenditures and so they that has been really a a gamecher in helping them to update some of their equipment and they've got um staff on hand that are tracking their equipment and doing a much

107better job of ensuring that stays um up to So, the first item that we'll take a look at, um, and I will not beliger all of these because these are a lot of schedules and you can go back and look at them. They're all in draft format. Um, let me just kind of walk you through how they're all set up right now. Um, you've got the going from left to right, the blue column is what would feed into our 27 budget year. And then every column to the right would be future year planning. So we can identify when um the large uh payments are needed. The going from top to bottom, you've got funding sources that go into the plan. Uh you'll see the largest chunk of which is going to be your your transfer

108from the general fund. And then there's some other small pieces and and it'll be similar in all of the plans. And then you'll have your replacement needs. So for this one, this is the fleet replacement. We separate our buses from our other vehicles. And then we have car seats and cameras on here as well. Uh just to ensure that everything um is replaced when it needs to be replaced. Now uh I think we are a little behind in our fleet replacement plan. Um we did pause it in the current year so that we could put the the transfer into the health insurance fund. Uh so we are a little bit behind and we're not caught up with uh replacing our buses. So it would be nice to go ahead and get uh the money put

109back in. Um this plan uh we had 25,000 in here and so this plan would uh recommend putting 2.475 million back into the fleet replacement plan. Um, and so then we would just have the transfer going in here every year of 2.5 million in total uh to be able to uh start replacing uh buses and other vehicles. Um, and the way that this is this one is set up, you can see in the column just to the left of the blue column, you've got the cost of each of the vehicles and then how many in red below it that goes all is the addition of everything off to the right. Um, that cost they have looked up and that is what the current cost is. And I I'll tell you when I first started um

110working on this replacement plan, those bus costes costs were much less. I think you know a regular bus was $95,000 and now you can see a regular bus is $143,000. So these are just becoming more and more expensive um all the time. And so it is really important to replace them as soon as we can to ensure that on the back end we're not spending too much money with downed buses and with maintenance and repair costs. Right. Um I know that we have tried uh propane. We have considered and and and decided not to go with electric buses. And now our transportation services department has a gasoline powered bus that they are testing out to see uh if it will do any better and and any cheaper to operate. Uh so they are always constantly

111trying to figure out uh ways to save money. Um >> we do that. >> We do. It goes back in um they will keep some of them and what they they use the term cannibalize so that they can take parts off to fix other buses of the like model. Um so they'll keep some of them they'll keep some for spare buses. So typically one that comes out of service goes into being a spare bus and then that one when it gets too old will become a cannibalized one. So they kind of have a step down for this process. Um, did you have anything you wanted to add about this specifically? Uh, so that's the fleet replacement plan. Uh, the next one is the textbook adoption plan. Um, we updated this. We had um what the

112way that you'll see this, we kind of changed this a couple of years ago and and we tried to put the money in place the year before we would adopt um one of the big large uh textbook adoption year. Like you'll see English is to be adopted in this is a bad example but it'll be adopted in 2028 but the largest chunk is going in for 2027 and that will allow them to set up the purchase order the year before so that then they can have the summer to get all the books in place if they're physical books or the lensure [cough] if they're digital materials um with they've run into uh with the new Virginia literacy act. Um the actual English adoption in 2028 is expecting to be typically we have had two thou

1132 million set aside for that. We went ahead and added another million because they do think that the with the prices of things that we've looked at and the limited um available resources that the VDOE has allowed, uh they think that's going to cost a little bit more. And so this is going to be one plan um where we thought we were good and whole, but we think we're going to need to put another half million into for next year and then the year after that probably another 400,000 and then that will you'll see the bottom line um keep us whole going across. We do put the state funding uh directly into this plan. Uh so that's 1.3 million. Um and that the 2027 came off of the Virginia the governor's budget. And then you

114can see all the different subject areas that they have going across. Any questions on that or Mike, do you have anything to add? >> No, I mean we just we did we did have to purchase some additional materials because based on the DLA and we know that the cost of those were a lot more than we had anticipated. [snorts] A lot of it's just there's only a few vendors that have been approved that we have to have those materials. So, we know as we move into the adoption, we're going to have to it's going to be more than we had anticipated. So, the next one is the textbook or the technology replacement plan. um the large chunk of these. So like the fifth one down when you get it into equipment leases, uh many years

115ago, we have found that uh when we were just building our our computer program, our onetoone laptop program, uh we found that it was getting harder and harder to just buy the computers outright. So we started entering into lease agreements. Um and that has afforded us the ability to do a lot more of the technology um implementations throughout the years because we we spread the cost of all of these laptops over several years or other um items. Uh this plan in of itself is requiring a $2.1 million infusion. Uh because of how it's set up, what we wanted to do was break it down so that you could see exactly. So the next several line item or pages, we'll show you um and we'll go through and let you know kind of what where that

116what makes up that that uh increases of money. The largest item on this list is the Vcata bus cameras and B nets network for buses. Uh so this is a system currently all of our buses have cameras. They have a hard drive and so if if an incident occurs on a bus that hard drive has to be pulled out, another hard drive put in and then it reviewed. By going to this system we would have ricotta cameras on every bus. It would be uh wireless and you can see what's going on right at this moment or you can flip back any principal could and so it's quicker access to the video footage that has occurred on the bus if there's something that was concerning. Um from speaking with Mr. Kag earlier, this would be a

117game changer for our principles. Um I think didn't you say two of them are using it a piloted program currently? >> Yes. And we've already send email unsolicited telling what a game changer it was for her be able to she got a complaint from parent. Typically that takes a couple of days for us to request principal send to watch. There's only one guy that takes two days sometimes to get that video. They can actually It streams constantly. It's backed up in the cloud. So anybody can go back immediately anytime they need it or they wanted to watch what was going on as well. It's expensive. >> Fast forward to try to find where it was. >> Yeah, a good old day. And in addition, this camera system for the schools that have the new the

118new cameras, you can take u an image of of a student and follow them throughout the building. So it saves principles tremendous amount of time, but with them on a bus, you can follow them up on the bus, make sure they're on the right bus, and then shows them getting off the bus. >> That's good. The next item on here um is just new computers for grades one to six9, our middle school teachers and administrators, our librarian circulation across the division and nutrition manager across the division. Um so this is just keeping our laptops up to date. Um it really is important to replace these laptops when they hit end of life because uh if you keep old systems that's when you get at risk of having a virus. Um in Lock and Wood we've

119done a good job of avoiding some of these um really horrendous ransomware attacks and and so I personally think that's a a important um >> she just challenged the hackers Um, >> hopefully, well, hopefully they're not watching us. Um, but I think that's a good to have in place. Uh, the next one is new Prometheian lease to replace I think it's like 400 panels. Um, this was on the the chopping block last year. It was we were supposed to enter the new lease last year and replace several of them last year. uh due to budget constraints, we pushed it off a year. Um in addition, 50 of these uh Prometheium boards will go into the new RCCTC building as well. The next high dollar ticket is the all of our Cisco phones. Um it's hard

120to believe that uh they are at their end of their life. Um, but as with all technology, everything has a end point and so it is time to uh replace all of the the phones that we have in all of our desks across the entire division. So that comes with a high price tag. Uh, the next item is uh upgrading the network for Glen Cove and W KUF and RCCTC. Um, so that's I I think built into this program um and helps us save money in the construction side by building it in through uh the technology replacement plan. Uh the next item we already have uh vape detector detectors at our high schools. Uh if we wanted to extend this down to our middle schools, it' be 190,000. Uh we have a slight increase in

121the radio license of 97.87. Um and then we have a little bit of savings uh for building security access controls where um I think we had it was Raptor that we paid for a one time amount last year and then this year we're paying for door locks. Um, and so just that difference in in the different item that we're we're planning to go towards savings. So all of that just I want to go back real quick, but all of those numbers feed into this column right here and they're the reason why they're higher. So that's why this is draft is if there is a a particular item um that is not as important as others and you want to pull that price tag down a little bit um we can look at that. Everything else

122that is on this list that we didn't talk about we are already are especially if it's a lease we're already in a multi-year lease to to pay for those. [clears throat] All right. So then the next two items we'll talk about is the large capital improvement plan. I've got two pages for this. The first page, uh, no changes to this at all. Um, this is basically taking the CIP that we adopted for the 26 budget, moving everything off one just shifting the whole schedule one year so the the date of implementation doesn't change. Um, we have had some discussions about uh whether the dollar amounts are high or low. Um, I did find a memo and and share that that we'll take a look and make sure you know what we planned on having as

123part of the renovation for some of these elementary schools looks to be really small, but we want to make sure that that is in fact going to cover everything that needs to occur at those schools. So, we'll take a look at that and and fine-tune those numbers if need be. Um but then the other one I know that there has been uh discussion about uh and we had a facility study um presentation in December and so we took uh the I think it was like option B and page 22 uh the smallest cost to convert Honor R Burton into um an alternative education for public day school so that that way we can help out the county with their CSA costs instead of um immediately putting students into private day, we would have a public

124day option for the students. And that should help because CSA dollars um as you all know because we we've talked about that adnauseium and different fashions and forms is really quite a high ticket item and it continues to be. Um and so to what we did. I went ahead and dropped in um the funding for that program. So, the next time we get part of the large bond would be in 2028. And so, it just felt easier to drop in. It just so happened that the facility study, the 15.4 million was four if we did it in 2028. And that's the next date that our bonds come available and the bonds will cover that. And so, that's when I dropped it in on the plan. It just made sense. And then we left. We we

125scooted everything out scooted out just a little bit um because we pulled the 15.4 million from the bonding from the other schools. So each school got pushed out just a little bit. Um and what you can do is if you go back here on the right hand column, you'll see 2030, 31, 34, 36, and 36. They'll end up getting done in 31, 33, 36, 36, and 37. think I know we've got data that support this but north side middle at 39 and middle at 44. We just did B for like 23. Um I mean are these numbers can these numbers like I'm sure we'll go back through this but just seems like crazy numbers compared to what we just did at B. I mean a high school for 23 million. So the way these numbers

126um the cost basis uh we know how much it costs per square foot of new construction and how much it costs per square foot of a renovated project. And at some point in time many many years ago uh the square footage that is shown on here um it was determined by somebody what percentage needed to be new construction what percentage was renovation. So that's purely a mathematical um look. >> I couldn't remember I knew we went through this >> exercise but I'm just going if I do the math in my head for 1125 students and a footprint much larger than any other school I think and then you come down to middle schools servicing uh north side's what about 750 800 whatever it is. >> So 642 >> 642 and then you got Hidden Valley

127[clears throat] can't be over 500. How much? >> 58383. >> Okay. So gosh and mighty those numbers. >> I just wonder as we prepare our CIP, you know, when I first came on this board, the first thing we did, the very first meeting was a construction meeting and we had Cave Spring was really the only thing we had on that list. This was before you were in your position. Um, and so if you remember this, but we had that on there. We had 30 million for for K spring and then we presented that to the board of supervisors with nothing else for the next for a 10-year CFP. I just when we take this to them at some point I think we need to look at this because we want it to reflect actual numbers

128and to be data that they you know we can all rely on and especially them for the funding. Um, we might want to take a look at this down the road, uh, or in the very near future, I think, because I think we've also got the Burlington situation, uh, you know, that it's going to be, um, you know, needing to be looked at. And so, um, anyway, I just think we need these numbers to be shored up, right? Maybe those $9 million figures for the elementary are too low. I don't know. >> Yeah. And recall before 2019, before y'all asked me to re-evaluate this whole thing, GCAT wasn't even on the list. North side Middle School wasn't even on the list. And so you would feel pretty confident about identifying what the needs are. To

129your point, you know, I think Mr. Kaggels is going to have to give us some updated recommendations. For example, about Burlington. Is that going to be a more of a priority need that needs to move up the ladder? I think as a decision needs to be made. I mean, to your point, I think these are, you know, budget numbers. I mean, you're you're talking about something without any sort of design or nobody's gone through and said, "Okay, well, you know, here's exactly what needs to be done at Northside, for example." >> Well, right. And so, to the to that point, I I don't question the need. I think the need's absolute. I get it. We've got all these facilities that are 50 or 50 plus years. I just question the numbers. And I think those

130numbers ought to reflect more >> closely what what we expect because that we're making decisions >> right based on >> I think I think the the the budget numbers are based on you know actual square footage of the current place and an estimate about okay renovation versus new and it's based on real numbers but it's only going to be as accurate as getting to actual plans to say okay this is what needs to be done because that none of that work's been done in need of so I mean you're right >> we got to have that discussion Because sure >> seven or eight years ago we were looking at North Side Middle School being done. >> We may not be looking at that. >> Think about too I think it was mentioned in the last

131meeting there's possibility of having to stop the sharing for a couple years, two or three years. Was that mentioned? >> It was mentioned. >> That was mentioned. >> So that could really throw a wrench in when these projects get done if that's something that they feel like they have to do. >> That's a lack of understanding in my mind. But nonetheless, escalator and there's significant cost out there. account. >> Absolutely. >> It's why it was so important that we get those three schools done when we did. I mean, because today, what would it be? >> It would be a 175 million instead of 130. So, um, yeah, and and Shel, you know, with the CSA or the, uh, you know, the renovation and and trying to get the alternative school, you know, all I just

132think we need to probably plan a CIP to to give us better data where we were at six or seven years ago with that data. Heck, maybe maybe I'm maybe I'm wrong. Maybe, you know, the north side middle is a a good number. Maybe these elementaryaries are double what it is now. I don't know. But we need I don't know how you make a plan. I don't know how you think about it if you don't do some some research and work to give us decent numbers. And if I were sitting on the board of supervisors, I would say I need decent numbers. I mean, that was the thing. That's my point back to that Cave Spring deal. Well, how do you know what you need if you can't even give us anything past Cave Spring?

133So, at that time, so I think we just need to have a better handle on the numbers and maybe we need to have a discussion. Does Burlington come up there with renovation? I'm not a huge fan of Mon Burton getting renovated, but nonetheless, um I mean I am of the school, but I just think that facility is a needs a total and it's in the fluctuages and everything came out of that OWPR our facility study in 2016. >> Yeah, >> that was 10 years ago, right? And so when they did that study and the percentages they brought out, you know, we've gone 10 more years and each of the buildings have have aged a little more. And so we may have we did something else. >> We just don't know. >> We're just taking those

134numbers for granted. >> [clears throat] >> construction numbers that were used just on our last three projects. These numbers to reflect that 275 per square foot. So, so they are based on the same numbers that we hire to do. I'm sure. >> Yeah. And and going back to our discussions when we used to have joint meetings. Um they would they were really critical of us at that time not having real numbers, you know, going into that CIP. And maybe that 275, I don't remember if that goes back to Don Butser or not because that would have been five or six years ago when he was also helping formulate those numbers. I I can't remember. But anyway, we'll move on. But I'm just saying I think to have a good plan. You know, we're four or

135five years removed from anything I remember of doing any numbers. And I think it bears noting what we're really looking at. Thank you. >> Next item. So, one thing just to point out, the last thing on this list is the CMP. And so, you've got it going across. Uh, we fund that from the general fund and we have a plan that's separate that Mr. Cables provides. So, you can see the general fund transfer comes in and we do have um replacement needs. So these are for uh various um capital needs throughout the the division. We hope this next year to begin. Uh a couple years ago, we wanted to try and start infusing about 250 of new incremental money into this plan to build up because we know that maintenance and capital maintenance is an

136area where we we just need to start putting more money aside so we can fix all the roofs and we don't have leaks. we can address all the HVAC systems. We've got um a lot of buildings and a lot of aging going on. Um and so >> so we're raising that about 250 for the next several years. >> We're hoping we're at a million. Now we're >> Yeah. So that by 2035 we'll be up to four million. >> Okay. >> But 250 a year keeps it kind of obtainable with all the other needs of the division. And then this last one is a nutrition equipment replacement plan um that Ma Sha and her staff um have put together. Uh so this just shows you know when and where and they they have more details as

137to which schools all of these uh items will go into. Uh so they they will fund this themselves and and this is a great tool for them to use. So, kind of a summary, if you take out the 2.1 million that we need for technology, um the thought behind uh we're hoping that so so we took money out of the fleet replacement fund and the textbook replacement fund last year to put in the health insurance fund for one time. Let's build up the reserves. Um so, we're hoping to be able to pull that back out of the health insurance fund because it was one time transfer. So then that would help to pay for the 2.475 we want to put into fleet, the 500,000 to go into capital for the textbook adoption plan, and the

138250 for the capital projects. And so that's the 459 is the number that I have on my uh list for right now, but that's subject to change. And then uh the additional 2.1 million for the technology that's laid out separately. Um so that's it. So that's all I have for you for um this meeting. Uh we do meet again and um I'm going to meet with the SACE and EAC and the principles. Uh we have a public hearing February 19th uh so the public can come in and share uh their comments on our budgeting process or the 27 budget. Uh and then we have a work session on February 24th and uh we will invite Innovative to come in and uh go over their recommendations for our health insurance um and maybe changes to dental

139insurance as well if need be. >> How about our health insurance fund at this time? How how are we >> We are currently still sitting at 4 point about four million reserves. Um which is okay. I'm I'm not anxious right now. >> Not seeing any large pockets like we had last year. >> No, >> I'm sure there's some, but I mean, >> I think our uh change in structure of the premiums and adding that third plan um has helped uh infuse more money into the plan and also for certain the 2.7 million that we put in has helped uh and so I think um we are okay for now. Uh that is also that the insurance consultant will uh they're getting all the information from Anthem as we speak and they will be able to

140provide some additional guidance and and support and clarity into that situation for us. >> And so can I add this and then I'm ready to move but uh [snorts] this sheet that she gave all of us uh with the excess uh versus the actual revenue uh from the board of supervisors. I think I hope that our continuing discussions and fussing about that has we went from 2020 you kind of have to throw out because it was a co year but 2021 was 4 and a.5 million that that they kept they kept of of our portion right that would wouldn't that be correct >> four and a half 5.7 million that they kept of our portion of revenue then down to 4 million23 three of our portion of revenue and then 24 now we're coming down

141I think that's when we started discussing at 1.8 8 and then 2025 was only a million. So hopefully at least if not if we're not getting that money at least we're getting much closer. Uh and I hope that's a trend that continues to you know we get a full amount of our revenue. And last would you kindly do an updated I don't know if you do a bubble format or a uh to show uh you know the my favorite spreadsheet that we've ever done. You know what it is. >> Ben's bubble chart. >> Yes. [laughter] Yes. What we spend per student. >> Yep. >> And where we're at on that chart to I think that >> our bank per book. >> I just Yeah. I just think that highlights what this school division is doing

142and how wonderfully uh in tune we are to the money that we get and what amount we spend on each pupil. >> And so I just I think that's the best most relevant piece of information we ever get. We'll get that for you at the February session. >> Thank you so much. >> Yep. >> Anything else? >> I think we have a couple people that wanted to comment. I'll let David >> Yeah. I uh I just wanted to take a moment to thank Miss Peterson for her work in preparing this information as a member of the audit committee. It's reassuring every year to hear from Brown and Edwards what an incredible job our finance team and and department does with the budget. So, >> absolutely. It's nice to know that the information that you're sharing

143with us is accurate and it's always presented in such a professional manner. So clearly the uh the award Dr. Nicely mentioned at the start of the meeting is welld deserved. And then as Mr. Uden mentioned at last meeting, I think the revenue sharing agreement that we have in place with the board of supervisors is considered to be one of the best in in the Commonwealth. And to know that all five members of the board of supervisors have such a strong commitment to Renault County Public Schools is is a blessing. So they seem to clearly understand the importance of having the best school division or one of the top ones in the re the best in the region, one of the top 10 in the state. So I think it's important to to recognize their commitment

144to our funding as well. >> Thank you. >> You're thank you. You're a great sixth board member. >> Thank you. Susan, I'd like to say thank you as well. You always do a great job. I always pick on you because I know it's going to be a long time. And I pick on Ben back here cuz I know when he speaks on the agenda, it's like here, man, we're going to be here for a couple hours. But I'm just picking on you guys. You guys do a really good job, both of you. Thank you, Susan. And also, uh, when I pulled into the lot this morning, I noticed it looked really nice. And I looked around. I like, "Wow, this looks better than any of the businesses that I've been in over the last couple

145days." So, I made a comment. I'm like, "Wow, Todd, thank your guys for, you know, taking care of this lot." And he said, "What are you talking about? I did that." So, I [laughter] just want to recognize Todd Todd >> and a couple of his staff members because if it were not for him and those guys, we would not have this meeting today obviously. So, thank you Todd. Your your work never goes unnoticed. I know that a lot of this part of this budget, you know, is obviously your division and you do a great job with it and we really appreciate everything that you do keeping us up on the projects and making sure everything's getting completed in a timely fashion. You have been awesome. Thank you. >> [laughter] >> That's what we heard. >>

146I'm trying to give you some extra >> hostility from his employee. >> Hey, I don't want to get you beat up or anything, but under your direction, >> Brent's right. You know, we do have a great school division. It's because of folks like Miss Peterson and and Mr. Kles and Dr. Nice and Dr. So, just everybody sitting in this room. Y'all are amazing people. And I know we have difficult discussions at time, but uh the school division is not what it's not one of the top in the state without each one of you. And so we appreciate every one of you. >> Now that we've done this, we can't leave everybody out. So you got to thank Jeff for all the technology. Thanks, Jeff. >> We got to put the Bradshaws back here. That's the

147[laughter] duo >> elementary school instruction. Way to go, Kim. I appreciate all those things you haven't really did do good. Thank you. Is there anything else? All right. Meeting adjourned.