001So I'm going to get started with the presentation and it's not a very long one. What we did for those in the audience, we actually had some data that we sent out to the council ahead of time and also solicited questions. So we'll go over some of those questions later. This is going to be a base of the questions that we can talk about tonight. started So you know great news that you all know about that that were fully accredited And so that goes without saying now I want to talk about what's different what's different in this budget than what's happened before and this slide tells a lot about what is different and it's it's Really the focus and how focused we are. This is my fifth year on the border board and we've never
002done this And in fact, I've seen other budgets before I was on the board and I've never seen this done basically taking the strategic plan and really focusing in on the priorities but as a board we came upon our priorities to per goal in our strategic plan by having staff facilitate discussion using the data workbook which you all also was posted for this meeting about a 50 page document that that incorporated you know test data enrollment data audit data graduation data and from that we came together as a board Looked at it all we we met in here and and came up with the priorities and and the really nice thing about that Is that we found that as a board we were very much in sync as the data spoke so clearly To us
003that we found that it gave us a lot more cohesion as a board moving forward and so it was data-driven making priorities and then Moving forward and the staff then had a very clear direction about the budget priorities that the board had established and that's where we You know come to our to the budget that we're talking about tonight And so in the past we've had this are just two this is you know a total of two per category and we've had more before so again in Focusing we were able to make the more No concise and really look at the top things rather than you know If you have too many priorities then nothing's a priority as some of what we've had as a discussion So this just gives again, you know, the the
004council's aware and this isn't some of the data that you had But since we have people, you know in attendance tonight and watching from home, you know, this is just a slide to give you the general You know give you the numbers of the combined budget combined funds budget and then the city appropriation which Thank you very much for proposing to fully fund our operating budget. And now the whole student is a focus of our budget, and it has a lot of components, but I wanted to have someone who's very passionate about this talk to us about it, and that's Dr. Julie Crawford, who's going to talk to us about this seal and the whole student. Good evening. Thank you for the opportunity to speak with you briefly about what is SEAL and what is
005the SEAL work within ACPS. First, SEAL stands for Social Emotional Academic Learning. It's also known as Social Emotional Learning. And what you see on the slide is a competency wheel that has been put out by CASEL, the Collaborative for Academic Social Emotional Learning. framework that we use within ACPS and the importance of seal is that we know that we need to build a climate and a culture in our schools where our students feel respected and safe to step out and make choices and ask questions when they have them as we continue to build those we also want to work on the students decision-making and their skill set their emotional skill set What seal does within this castle framework is it allows our students to improve? Their social-emotional learning in the classroom and what research tells
006us is that when our students have social-emotional skills and learning and a supportive environment the academic gains follow So you can see within the framework that within the castle breakdown we have self-awareness self-management social awareness relationship skills and responsible decision-making We are starting the seal programming at the elementary level We're very excited to have three elementary schools piloting a program called ruler this year. That's based out of Yale University So we've been able to use some of our grant funds to train our elementary teachers at three of those schools they are rolling out the explicit direct instructions to our students at the elementary level on decision making identifying emotions what to do when you are at a place with your emotions that they are high and that would prevent you from accessing the Instruction that's
007being presented to you. So you'll hear about MTSS and I know everyone has heard about the behavioral and academic side of MTSS what we're recognizing is that we need to work on the social emotional learning through explicit direct instruction with our students research-based programming to have our students in a place where they can access the teachers instruction high quality Great, thank you And now we're going to for more on the whole child where I've asked Megan one of our teachers on our on the board to Take it from here for a couple of the slides and she's got something exciting planned for us All right. Good evening everyone so one of the things that we've really sort of focused on as a board is the fact that if if Our main job really is to
008drive student achievement. And so as we craft our budget, as we talk to you today, City Council, we need to be able to share and explain with you how we drive that achievement and what are we going to anchor the work on so that what you provide us in our budget, you can see what it's going to and how those things drive academic achievement. One of the things... Julie is passionate about and I'm very passionate about is the development of a multi-tiered system of supports the city as well as the school system has really been talking about equity we've been talking about equity a lot and so what I'd like about really focusing in on the multi-tiered system of supports is that this really can provide us a framework for equity in how we can
009provide an equitable education for each of our students in ACPS. So those of you in the audience, you have to bear with me because I am a teacher, so I'm not going to sit here. And I'm also going to have, I really want council to work with school board members to do a brief activity to really sort of determine what are some of the things that we're working on and how we can place those things in the multi-tiered system of supports model. So before we do that, I will just give a brief overview. What we're looking at when we're looking at a multi-tiered system of supports, we are saying that, as Dr. Crawford said, we have to educate the whole child. And so we need to provide both academic supports and we need to provide
010social-emotional supports. The bottom tier, if you can see on the slides, is the largest tier. The idea there is that what we need to do is be proactive in our approaches to educating our students. So these are all the resources that we need to put in place that we know based on. research that we know based on best practice, that we know based on the things that we've done and actually executed in classrooms, that these are things that are just going to be good for all kids. And so we really need to provide robust supports, resources in that area to make sure that we are providing a level playing field for every student. The second tier, as you can see, and some people say, oh, you know, it's not necessarily always 80, 15, 5. But
011the idea is that the majority of our students really should be able to access what we're providing in that lower tier. There are going to be some students who need a little bit more. So our tier two supports. are just that. They are there to provide that extra boost, that extra layer, that intervention that some students will need in both the social-emotional and academic realm. Our third tier is the more intensive tier. As a special educator, I always usually found myself somewhere in the third tier. These are supports that are highly specialized. You might be providing, for example, a functional behavioral assessment for a student or providing a behavior intervention plan. So they're highly individualized supports, that extra layer that students need because For whatever reason, tier one and tier two activities just aren't going
012to cut it. So does that give counsel? Does that give you a good basic understanding? All right, I hope so, because I'm going to give you an activity now. So. We always like to answer essential questions. So there's one person, there's someone at the table that has several laminated items. So that person is the person in the center. And so that person needs to pair up with their neighbors on either side. Does that make sense? So the first thing you have is an essential question that I crafted because I want to frame what I want you to get out of this. And so what I want you to think about as we're doing the activity is how can the development and implementation of a robust multi-tier system of supports contribute to producing equitable outcomes for
013all ACPS students? This is the big question, right? The big question doesn't have one answer, but this is the thing I want you to think about as you're doing the activity. Okay, so everyone should also have, I'll show the audience, everyone should also have a placard that has the model, okay, each group. So, and every group also has a little baggie full of budget items, okay. So what I want you to do in your groups is to take a couple of minutes, talk to your partners, look at each of the budget items, and talk about where they might fit in this system of multi-tiered supports, okay? You have to come to a consensus. That means you have to have a little conversation, all right? Once you make a decision, you go ahead and place them
014where you think they belong on the placard. Okay? Ready? Go. Really quick, as I'm going around and I'm formatively assessing, I realize that there's one thing that each of you needs to know. And that is some of these items you made determined to be foundational. Meaning they don't necessarily go inside the pyramid, but they support the pyramid. You can place those on the outside. All right. In the interest of time, I'm just going to give you guys one more minute. All right. I love listening to all the discussion. And there was some back and forth between people about certain things. And so I'm actually going to, everybody has something that they have to share. So I've already told them what they have to share, so they're ready. But I want to go over to... Amy
015Jackson and Ramey Gentry because they had a nice little thing that I thought was worth sharing. Okay, thank you. So when we were deciding where everything went, Very interesting. We came up with everyone should everyone got the same ones, right? Everyone had this Okay, so the outreach to underserved communities to increase engagement We were discussing that this is targeted as academic systems and behavioral because the Of course, it would be beneficial in both areas. If you had the underserved engaged in schools, then of course they're going to do better. And then also the same for home with the behavioral aspects. Anything to add? There's a delay. But yeah, certain things might fall on both sides, right? And I think what is also interesting was a discussion that came up over here as to whether something
016is actually Tier 1 or 2. Because the outreach might be seen as something that you do in general for everyone, but then you might have specific interventions at Tier 2 once you discover what the needs are. Good discussion. All right. This group here, you had a specific item that you had to share. I'm glad my colleagues are paying attention in class because I might have missed a couple of things. So our question was, which component of the pyramid was the most important and why? I think it was pretty unanimous between the three of us that the most important part is the foundation. because it has the greatest impact on the largest number. But to take into account, you have to have a solid foundation, because if you do not have a solid foundation, the people
017in the next two layers will fall through. And so that's why the bottom will help the top, and the top will benefit from the bottom. Correct answer. That was a beautiful answer, actually. Yes. And that's one of the things I brought that up because that's one of the things that we've discussed as a board that we've discussed with Dr. Hutchings, we've discussed with staff, the need to make sure that we have very strong supports, very strong program at Tier 1. And some of the items that you probably put there, for example, are the K-2 literacy. That was one of our budget priorities because we... We really believe that if we can make sure that our K through two students are learning to read and they are learning to engage with the material in an appropriate
018way, we will have less challenges as they get older in three through 12. So that is one of the budget priorities that should have gone, should have been placed in tier one. So thank you guys. All right, Justin's group. All right. We were supposed to figure out something that was outside of the pyramid because it was foundational. And so actually I'm going to talk about two because they're related. The implementation of the HR audit and increased staff retention because that's actually part of what the recommendations of the audit would lead to. So those really are foundation for the whole system, not necessarily on the pyramid. Good answer. So, yes, the idea is that there are certain budget priorities that we have that are not necessarily in the multi-tiered systems and supports, but they provide the
019foundation that we need. They provide, you know, retaining staff, for example. We need to have... Staff we need to have staff who are around for a long time we need to have staff who want to be here so that we can continue to grow a robust model and see academic achievement soar in ACPS so that is a foundational item very good all right Heather Thornton's group Awesome. So we had to discuss something that we placed in Tier 1. Which card did we want to place there? And we actually decided to put cultural competency training for all staff in Tier 1, especially in a division like ours where we have great diversity of students. It's really important that staff understand where our students are coming from and how best they can meet their needs. And that
020requires things like a common understanding of some language, some terms that we all are using. like equity. What does equity mean for our division? We've been discussing equity a lot as a board, and Dr. Hutchings will tell you it's meeting students where they are and not where we want them to be. So having that training for staff to kind of understand that foundational aspect of what do we mean by equity and many of the other terms that we're dealing with in the division is something that I think needs to be universal. Thank you, Councilwoman Pepper. Okay, I think we've got two more groups. Mr. Suarez and Councilman Seifeldin. All right. So our question was about Tier 2 and which card should be placed in Tier 2. And we placed the card about outreach to Hispanic
021families to improve graduation rates and chronic absenteeism in that category. We placed it there because it's targeted to a specific subgroup in the division that the board has focused on. You know, in our data workbook, the board had found that only 70% of our Hispanic children are graduating, which is a huge problem we're focusing on in the division. And so we're trying to focus on that, and that would be a targeted assessment insofar as it's something that affects one group in our population but not all. It could also maybe be viewed as universal in some sense, too, but it's a critical need for ACPS. So I got a lot of faces on this one because this one I think has come up as interesting. So Ms. Lorber has been waiting. I want to ask you
022a question. No, because I'm getting confused. MTSS, Multi-Tiered System of Support, is about, especially as you go up, it's about interventions. And if you're talking about, even though it's targeted outreach, not every student, not every Latino student or Hispanic student. is in fact part of the small group, a relatively small group, who need a targeted intervention. So for me to talk about MTSS that way kind of didn't make sense. I felt like that kind of outreach is part of its outreach. In fact, it could even be outside the thing because it's not an intervention. It's a way of helping us assess and identify. And the targeted intervention is, well, what do these kids need? What are we giving them? So that was sort of my take on it. I saw some faces, Dr. Mozingo and
023Dr. Crawford. Did you have any thought about it? Because I know some people, I saw some nods like, that's interesting. I mean, you don't have to say anything. So I was just thinking, I think the concept of MTSS is obviously extremely complex, but I do think that you can actually have in the MTSS system, you can have a group of students, a subset. that are actually at risk that need targeted services that would put them in Tier 2. For example, the strategy for Hispanic males, we still will work towards meeting their needs in Tier 1, but in addition to that, that subset will need something else above and beyond what is in Tier 1, if that makes sense, because that subset is at risk. And so we need to have a strategy to increase the
024graduation rates of those students, if that makes sense. Cool. I like a discussion. All right, I think we have one more group. All right, did we have one more group? I think it was Dr. Hutchings' group. Yeah. Dr. Hutchings over there talking. And I was vibing with Mr. Lorber over there. I'm like, I hear you, I hear you. So we talked about... Well, we place the functional behavior assessments and behavior intervention plans, also known as an FBA or BIP, B-I-P, in tier three because it is an intense support for students in regards to their behavioral needs. Great. So, you know, I'm not going to take any more time, but I just wanted, you know. Again, if we're going to drive student achievement, it's really important that we talk about the education that we're giving the
025kids. And I really hope we can have more conversations with council about the things that we do, why these things are in our budget, so that you can support our budget. So with that said, unless there's any questions, thank you guys for participating. This is the work that you're funding and it's worth it. So thank you. Yes, thank you, Ms. Alderton, for getting our brains working on this. This is another slide of MTSS and it actually has some of the targeted interventions, especially on the behavioral side. Now we go on. This slide just talks about some of the things that have happened this year about recognition and some of the reduced, we have reduced substance abuse, improved mental health, and about 80% of the class going on to college and 15% going into the workforce
026or into industry programs. We all loved our Anna Humphrey getting the large. a quarter of a million dollar award. All good stuff to remember. And here, there was some discussion or some mention of the dropout prevention. As you can see, the rate of dropout is definitely going down, but when we looked at the data, that's why the target was for Hispanic males, because that was definitely what the data showed us. Here's a slide about collaborations that have happened. That the kinds of meetings we have we have the subcommittee meeting Monthly and then bi-weekly the superintendent city manager. So all of these kinds of things that have been increased and Collaboration and in other ones. I mean certainly with our preschool offerings There's lots of collaboration all the time because it's not a it's not a
027k-12 Service and so there are lots of things not only between cities and schools, but also with local nonprofits multiple profits, all right, so I'm gonna stop actually there and see if people have some questions about the Combined funds budget before we go on or or about the slides. We just saw yes So so any questions about the presentation so far or or about the combined funds budget? Thank you madam chair so I guess along with seal I'm the type of person that likes to have details or see and feel what exactly it is I'm buying. So in this regard, I'm curious to some of the implementation for some of these items for the money that we are allocating for the school system, just to see a little bit more in depth how it's working.
028Can we go back to the seal slide? Because I guess one of my questions was... What schools what three schools are we piloting this in? And one of my questions was who exactly is doing this and I think part of my question was answered I think the teachers are doing this but I was wondering if anybody else was included Because I want to know a little bit more of what the implementation looks like because we could always have nice plans and good ideas But if we're not executing them properly then they don't really come to fruition So if you guys wouldn't mind elaborating a little bit more on the implementation for this Thank you I'd love the opportunity to speak a little bit more about our SEAL programming. We have three schools that we're piloting
029this year, three elementary schools, Ferdinand T. Day, Cora Kelly, and Mount Vernon. And so within that process, we actually had to apply. It's called RULER, the RULER program. We were accepted with our three schools. The first half of the year was spent sending a team from each school, an administrator, an SST, a student support team. Member as well as a teacher or another SST member for training and they've spent the first part of the year providing turnaround training to the staff Getting the staff on board with their professional learning of what the ruler approach is like in the classroom And then as we reach the spring it will be rolled out to the teachers so all of And you know through classroom lessons for that direct instruction as I described so we have three schools
030that I mentioned all of their administrators are SST receiving Intensive training becoming the turnaround trainers and then in the spring our students will receive that instruction so How is this in relation to PBIS? And are we trying to put this together? Is it replacing it? Great question as well. So seal really encompasses all of these areas whether it's our positive behavior intervention Framework within the school system and we actually selected seal because a ruler program because it complements our PBIS and our restorative practices program as it is we have a framework that we showed to teachers where These programs all are intertwined so it doesn't feel like an isolated program an isolated program PBIS compliments and goes hand-in-hand really with what ruler is in that and even responsive classroom if you know you're at a
031different school a PBIS type framework fits in with the social emotional learning framework of recognizing your emotions understanding Labeling what they are expressing and then regulating that's the acronym for ruler Of what we're teaching our kids at an early level and that goes along with the PBIS framework in the school of what our common understandings are reinforcing positive behavior so that becomes your routine. Okay, so if I'm understanding correctly the the teachers are essentially the front line but the support the SST team will also be informed and the administrator of course it took part of the training so as far as our Current pilot goes absolutely and with PBIS as well. They are the leaders of the PBIS work and then within each school we have Coaches and liaisons who are our connection that we
032provide additional training to throughout the course of the year Great Thank You dr. Crawford and my next question yeah, sorry Miss Lorber but you had the very same question and we were actually as a board lucky enough to have a teacher come and present to us she's one of the Implementers of the pilot and she must be doing it in the classroom already because she we got this great hands-on example of how kids are Turning around expressing themselves in different ways and meaningful ways and it really is I could see the best part of this program is that it focuses on the teacher as well as the student it's about teachers knowing their emotions and their social awareness in addition to the child's because I think that's one of the issues that goes on in
033the classroom where there's sometimes a you know Teacher not having that awareness of how they are coming across and so it's a it is an excellent program That was an excellent question, but I really feel like Yeah, and I and to miss Louie Burr's point I thought what I would do is maybe send you the link to that portion of the of the Meeting that we had because I actually looked at try to incorporate it into tonight's meeting However, it was a little too long, but but I think it might be really to me I was sold on it after seeing this with the teacher and so I'll send that to everybody to the council One of the the later slides said that We were improving on mental health. I was wondering if we could
034elaborate on that just because from some of the latest year-best data, or I don't even know what year-best data we're on now. It's probably from two years ago or something. There were some concerns, so I want to see how exactly we're measuring that. Of course, you're right with the Youth Risk Behavior Survey data showed some gains in areas that we were very happy with and then some areas that we saw an increase or a decrease depending on what was being measured there. When we talk about our improving mental health, we're talking about, number one, the responsiveness to the needs that our students have, which we're able to provide through our student support team. I'll give one example of how we're... improvements in addressing. I think that most of the group is familiar with the securely
035online system that we have on our Chromebooks, on our one-to-one devices. Securely is a 24-7 monitoring of anything that comes up that the students may be searching for, whether it's in respect to violence or, in particular, self-harm, drugs, et cetera. So we get those real time. Work very closely. It's important for this group to know we work very closely with our police department in the off hours If we have something where a student is researching how to kill themselves and stays on that topic repeatedly of how we are able to directly intervene at that time And it's the SST and the school administrators who are notified immediately That's much like the MTSS pyramid that you saw those alerts are tiered levels one two and three depending on urgency And so we do feel like we
036are getting a sense through that of working with our students on what their needs are. That's just one example of how the SST teams are responding. Of course, it does not mean by any stretch to say that there are not mental health needs within the schools because we know there are tremendous mental health needs. Thank you. Thank you. Ms. Pepper? I wanted you to repeat something. You have a grant that helps you with this. May I ask how much? Sure. We used $50,000 this year of the Title IV grant that we received, and we're anticipating to use. We need some continuing costs for the three schools that are in the year one of the ruler pilot, and then we're adding three additional schools next year. So we'll add a little bit more money. I think
037it's $15,000 to maintain the current three schools, and then we're approximating $50,000 to add the new schools next year. And did you tell us? Is this just a certain number of classes or is it the whole school? It's school-wide. School-wide adoption. Well, as a former social worker in an entirely different life, I was a social worker for children who had been taken from their parents as foster homes. Anyway, and this really pleases me to no end because there's an understanding of the whole student. It's sort of like a kid can't learn if he hasn't had breakfast. And so certainly there are so many children who have gone through so much when they get here that this has got to pay off. Well, the nice part is those are our three pilot schools, but then that
038does not mean that that's the only work that's being done. So just an example that, again, shows the city partnership is our youth mental health first aid training. So at the beginning of school, all of our psychologists, social workers, counselors, nurses received eight-hour certification. And we're only able to do that because the city supported a number of our staff members becoming certified trainers. Additionally, over the summer, the city supported two of our student services members becoming ACES trainers, so Adverse Childhood Experiences. And so we're able to do the turnaround training because you supported us in that initial funding. So that's going on at the three schools. So far, it's been really good, but we want to, of course, make the difference division-wide. Okay, I you know I asked everybody about if they had questions I
039had time to they could submit it and we actually got questions from both Mr. Wilson and miss Bennett Parker and so now I wanted to sort of go through those with people and get answers for the group. So one was about Mr. Wilson, employee contribution and kicking in for the supplemental pension and also some about state aid changes. health care and everything. So I know that they already have the questions and that they, so I'm wondering if you can. This is like Prime Minister's questions. Question number three. So I'm wondering maybe if you can just go ahead and deal with the operating question or this combined funds ones because they're a combination. Sure, yes, I have. Three questions here is on the combined funds budget from mayor Wilson. The first one Is on the contribution
040of the employer contribution for the supplemental retirement plan So yes this year in the budget. We do have a half a percent employer contribution to the supplemental retirement plan Included in the budget and this is because our latest actuary report showed our contribution level for this plan should be about four point seven million dollars annually And with the employees contributing one and a half percent of their salary that totals about two point eight million dollars in contributions for the supplemental retirement plan leaving a gap of about one point nine million dollars And this has been continuing for a while So we want to shrink that gap to be able to keep that plan viable into the future And this actuarial report is without adding any new employees to the plan. So obviously as we add
041new employees that unfunded liability would just continue to grow so what we're trying to do is not increase the employees portion um this year because we want to ensure that all of our employees have a net positive take-home pay this year so if we were to increase um the employee portion of the supplemental retirement in the same year that our um health benefit premium is increasing there's a chance that there are some employees that would have a net negative take-home pay next year So that's why we have included an employer contribution to the supplemental retirement. So is that a – because I know when we look at our pension contributions on our side, we have kind of an approach. Is this a permanent approach as far as cost share that you guys are going to
042for the supplemental? Or is – I guess how are you going to approach this in the past? Because you said it sounds like this is – you knew that you needed to get your arc up for a while. So this is – you're doing it this year. Is there a – philosophy, a larger philosophy that's driving this. So while we would like to always have this continue forward, a portion be on an employer contribution just like it was several years ago, it's something that will have to be reviewed in the annual budget every year. Eventually, the employee share for the supplemental retirement will likely have to increase as well because we're not going to be able to simply always be able to fund it with the employee, just continue to increase the employer contribution piece.
043But, yes, we would like to see the half a percent. Continue, but as we do our annual budget that will have to be reviewed every year as we do But this is so this doesn't get you to your arc you still you still have a ways to go to get there Correct. So the gap is about $1.9 million. This will close the gap by about $1 million. There will still be about a $900,000 gap there between what the actuarial report shows and what the total contribution will be, both on the employee and the employer side. So that's why I was saying... If the liability keeps up with the way that it is or if the actuary doesn't use a different discount rate, then we will eventually have to go to the Supplemental Retirement Board and
044vote on increasing the employee contribution. How often do you redo the actuarial study? So we have an annual actuarial report that we get for a supplemental retirement plan, and then the Supplemental Retirement Board meets quarterly to go over where we are with our assets versus liabilities. Okay. Thank you. So you want to just keep going on his questions? Yeah. So the second one is just the understanding of the state aid changes, so the state revenues for ACPS. With the increased funding to the Department of Education and the Governor's proposed budget, this is obviously leading to additional state revenue for ACPS. There are several different categories that have an increase in the Governor's proposed budget, including growth in sales tax, the state portion of the 3% pay increase for employees, increased support for counselors, English learners,
045and also the Governor has proposed a new category called the Game of Skills. game of skills allocation. The current versions of the House and Senate budgets are slightly different than the governor's proposed budget, but both of those budgets also support the governor's initiative to add additional funding to public school education. So that is why our state revenue is growing by such a good chunk this year. All right, so we feel confident that we've reflected what's in the... what's in the proposed governor's budget in this, across the categories. Yes, and then once the General Assembly adopts the budget, we'll go back and revise based on our ADM, our average daily membership, to get that revised number. Okay, all right. The next is about health care. So the third question or explanation of the increase on the
046health care side. So in the current fiscal year, we, ACPS, redesigned our plan options to be able to hold a premium steady for employees in the current fiscal year, fiscal year 2020. Doing that shifted some of the costs, but we were able to keep the premium steady. In fiscal year 2021, we are not redesigning our plan options. So with that, the preliminary information that we're getting from UHC and Kaiser is about an 8.5% increase in premium. This is going to affect both employees and the employer, that 8.5% increase in the premium. Okay. So that's just your experience based on experience? Okay. All right. I think that was all the combined funds unless you have some more. Yeah, that's all my combined ones. There were a couple more. Yeah, there was some from Ms. Bennett-Parker, right?
047Yes. She's on her way. She's on her way, so I'm wondering if we'll just kind of go out of order. We'll go on to the capital improvement, and then we'll come back if that's okay, just because those were her questions. Okay, on we go. What do you want to see? Is there anybody else? Oh, yes. Anybody else have more questions? Oh, the CIFL team. Thank you. Good evening, everyone. And I apologize for not sending this question in. I thought about it after the time period had lapsed. First of all, I don't think we can ever spend enough money on our schools and our children and the long-term impact that will have on society as a whole. So I fully support the budget. But what I've been thinking about recently with the recent administration decisions, regarding
048public charge and the Supreme Court allowing that to go on until further review. Have we thought, or maybe you guys can educate me on whether we entertain the idea of actually moving towards... temporary universal free meals for a student until this matter resolved or What would that look like how much it would cost is something that we have looked into at all or is that not even going to in by that I mean the recent administration decisions are not going to impact The nutrition program for our students can I add a follow-up to that? Just to follow up on some of the things I said. And I would also, I mean, if you need more time, we can pause on it, but I would like to hear the school board members' feedback on it as
049well and what they think about moving towards universal. Meals to our students since 63% of them already call for free and reduced meals anyway, but it's just a general discussion I don't anticipate hard numbers right now. So I'm sorry for not having that question beforehand. I'm sure Just just to piggyback the councilman cypher Dean's question. I had asked previously if the school system had seen a decline in Participation in the free reduced lunch program and I don't know again. You guys might not have the numbers on that right now That was one of my concerns last year coming into what Councilman Seifeldin just brought up with public charge and people being afraid of taking advantage of the benefits that they're entitled to essentially. So I don't know if the school system has seen any impacts
050with that. Dr. Hutchings? So the response to your first question is that we don't I don't have off the top of my head the exact schools right now that we're doing universal breakfast and lunch because we do have some schools that we're currently doing that for but I don't want to name the wrong schools right now so I want to make sure I get back to you on the schools and we're also going to be increasing to two or three additional schools next year as well for universal lunch and breakfast programs and it's based off of the percentage of students that are eligible for free and reduced lunch meals. So if they have 85% or more, then that allows us to be eligible to have a universal free lunch and free breakfast program. So schools
051that are eligible, we have already. To answer your question, the enrollment of students who are on free and reduced lunch meals has not declined. It has actually increased. in some ways, but we have to keep in mind that when you look at the overall Number of students as our enrollment increases Those numbers could also increase based on enrollment And then we also have to keep in mind that when we do our exact numbers for free and reduced lunch meals That's typically done in October when we do our student count numbers and kids come after October So we have to publish the numbers from October And we also do I believe a spring count as as well but we have to keep into consideration we have a transient population at many of our schools so we
052cannot always rely on the percentages that we see or that we report in october because kids are coming and going throughout the year and typically those students who are more transient than others are typically students who are eligible for free and reduced lunch in meals The two schools are William Ramsey and Cora Kelly that currently offer the universal lunch and breakfast. If I could follow up. Okay, I think actually Ms. Gentry had something to say to your, so I'm just gonna let Ms. Strinch go and then we'll follow up. I just wanted to share, I'm so glad that you all are asking these kinds of questions. These are certainly questions that those on the school board were really passionate about as well. I know that we have heard some... suggestions that there might have been
053some changing in the funding you know at the larger level in terms of free reduced lunch I actually posed some questions about that during the budget process and and the staff was able to reassure me that that wasn't going to have an impact on our level so I just to go back to your initial question on that I think one thing that might also be be interesting and helpful for people to understand is that there's not actually ACPS doesn't make the kind of same designation that some other jurisdictions might between free and reduced. I mean, that's the terminology that we use, but we, but, you know, that's where we're offering free meals for anyone over a certain threshold. So I think that's another really important thing to understand. And then finally, I just thought the
054city, our city partners might like to know that this particular example was used as a case study. We did an equity training recently. And, you know, it was one of the things that the school board, we were given different case studies of how other school divisions around the country deal with the question of... of how lunches get paid and really getting into it in terms of what happens if a child's count is delinquent and how you... You know how you process that and and how are you getting information out to the families about the resources and all that kind of stuff so I just I just thought the our Friends in the city would like to know that this is something that we really see as crucial as we were already talking about earlier this
055evening you know, you really have to think about the whole child and and Eating is a pretty you know fundamental part of that. So you know, we're we're we're really focused on that and and I I think there's a you know, we're we're we're Going to continue beef up. It should be focused on that but but fortunately this budget Doesn't lead to any big impacts You know negative impacts on that great. So now they do it Mr. Saifulli, do you have something else about that subject? Yes. Thank you, and I appreciate that clarification and follow-up, and I do see here that there is going to be an increase to the nutrition program, 4.3. But if I can go back to you, sir. So you talked about 85% eligibility. Is that something that ACPS has? put
056forward as the threshold or is that a state federal requirement and what is the pros and cons of moving towards a obviously you need the money but I'm going towards universal So those percentages are based on the federal guidelines as well as state state guidelines for us to go universal and to go You know below that number then we would just have to fund That dollar amount so for example when you're doing universal Lunch or universal breakfast programs the federal government is paying subsidized funding or subsidized funding for those meals yes um if we go below what their requirements are then the local um organization would be responsible for funding uh that that payment so we'll be paying for those lunches correct and breakfast Or somewhere as well. So, and again, is it possible to
057get some numbers? Not now, obviously, but is that something you're willing to look into? And again, I'd really appreciate if the school board members could weigh in on this, if this is something that they've entertained or they want us to consider as well, because at the end of the day, the decision will come back to you and you know. about your students more than we do. I'm not really sure if getting the numbers at this time would be appropriate, but what I will say is that we do not deny lunch for any student. So for example, if a student says, I don't have money, we no longer have a policy where you get like a cheese sandwich or a peanut butter and jelly sandwich, you get a full meal. So all of our students, regardless.
058regardless of whether they submitted to their application there are their parents submitted their application for free and reduced meals that they receive a lunch or breakfast so so we can definitively let you know that we never turn any child away in any of our schools to eat and we make sure that they have a balanced meal when they are in line to obtain lunch We also enforce or encourage our staff members, if we're not receiving the free and reduced meal applications, staff are able to complete those applications on behalf of families as well. And that is something that is allowing us to ensure that kids are receiving the appropriate, or that we as a school division are receiving the appropriate funding and that the kids are receiving the meals without a debt to their family.
059Ms. Alderton? So I just appreciate you bringing that up in it because it has come up I think in various ways. I was really concerned when that directive came out and you know I was asking Dr. Hutchins a lot of questions and sending him questions. Part of the challenge I think too is that you know we can't really identify students and so you know I think that makes it difficult in terms of like being able to know. you know, exactly who isn't turning in a form and why. Does that make sense? Am I, I see, it's not, okay. So, but I think, you know, all of these small things that are in place are definitely very helpful, but I would be, I mean, I would love to discuss it more and, you know, talk about
060it in the future because, you know, kids need. you know, back to sort of that educating kids piece, like they got to have meals and, you know, there are kids who, you know, don't have food at home. And so whatever we can do to make sure that that nutrition is being provided, you know, morning and during lunch, it's, you know, it's part of the work. So, but there, you know, that directive has put some barriers in place. Mr. Chapman. Wanted to turn my attention to something else. I apologize Were there other people that were continuing the conversation? Yeah, like go ahead. I'll come back to me after this Okay, so so more on the same same subject to add one. Thank you. I just wanted to add one more thing that hasn't been brought up
061which is Technology and the school cafe app is amazing if you all don't know about this because as a parent as A parent let me tell you you can go on this app Right and you can request benefits. I just went and did it to see okay You can apply for free and reduced lunch on this app You can also see the household letter that goes out for online application instructions. You can add the money to your kids accounts and you can see everything they've bought which they hate they absolutely hate that I know they had Doritos along with their school lunch today But I bring this up because on this app, if there was any way you could also have a donation button to say, okay, if maybe if they want to, because I
062know other jurisdictions, other people have offered, you know, totally wiped out any debt for school lunches and meals in other places. So this app might actually give people. you know take pause and say oh i can not only pay for my lunch but i could afford to pay for a week's worth of somebody else's if they need it so that was my thank you okay mr um to to miss ullerton's point which i think is a really good one when we're considering the numbers for free and reduced lunch and that you know we can't always ask why that's happening right I think this is a good opportunity for the schools and for the city to collaborate in terms specifically to the public charge that we've been talking about to kind of try and track If
063people are not coming back for their benefits for WIC for snap for Medicaid Because I think the social workers can help with identifying some of those families, of course without any names or anything But just so that we know it's happening in the same time a lot of this falls under DCHS and for DCHS to provide data to show Are we seeing a drop although it's difficult again with the numbers I realized because of the transiency and also with the fact that You know, some of these families are going to move out. If people are moving in, how do you count all of that? But I think it's important that we try and track this to the levels that we can, at least, just so that we're paying attention to it because it is impacting
064families. And I know for a fact, working in the field with families, that they're scared. They're not willing to apply for the benefits for Medicaid even though their children qualify for it as US citizens They're not willing to apply for snap benefits for WIC benefits and it's a real issue And so as much as we could try and track between the efforts of the city in the school I think it's a great point of collaboration, especially in the in the times and climate that we are now So I was looking at this particular slide and I wanted to hear more kind of about systems that are in place and how we're elevating those really high achievers. I'm looking at the last one and as we talk about Hannah Humphrey, who is an amazing student academic,
065how are we putting in place systems that challenge those folks that are achieving at a very extremely high level? I think if we're talking about putting our dollars to work, I'd love to hear what those dollars are and what those programs are. How do we continue them? How do we push them up? How do we provide equity in them? Because I think there's an opportunity there to really challenge those that are at a high level. So I'm going to ask Dr. Mozingo to join us over. And as she's joining us, I'll get you started. So some of the things that we are putting in place is, one, we have to make sure we're piquing interest for kids in specific areas. And I'm going to use Anna Humphrey as an example with STEM, that we are
066piquing the interest of students at an earlier age who may not have. to parents who are teachers or who may not be in an environment where they know a scientist or you know a medical doctor. So getting that exposure at an earlier age is key. Some of that is happening through our schools that focus on STEM like Cora Kelly and now Ferdinand T. Day, which is a focus on STEM. But then also having lessons in our classrooms for all students, so universal practices where kids are having that experience and exposure. Another thing that we are doing to increase the number of underrepresented students in these particular areas. is making sure that we have these different pathways at the high school level. And we can't wait until ninth grade for students to start having some experiences
067with these different pathways. So we're starting those at the middle schools and making sure that, you know, when kids are doing electives and kids are having field experiences or field trips, as we call them. that they're having opportunities to really apply some of this knowledge that they're learning in their classrooms that will also prepare them for these courses or pathways at the high school. But I've started Dr. Mozingo, and I'm going to allow our chief academic officer to finish. Good evening, everyone. So one of the things I wanted to mention was our dual language, our... or dual enrollment courses at the high school level in particular. You are aware we have a large number of students who actually are enrolled in dual enrollment courses. They also receive college credit for those courses. Number two, we
068have a number of students that are engaged in internships, apprenticeships, job-shattering opportunities. We will be expanding those opportunities as a part of the high school project with our industry advisory boards, but we do have a number of students that are already participating in a number of those types of opportunities. We offer advanced placement classes. We are one of the school divisions in the United States that actually offers a large number of advanced placement classes. We also have a large number of students who do extremely well in those classes. In addition to that, honor, for example, we have partnerships with many, like the Science Foundation, Patent and Trade. The advantage of those partnerships, again, is that many of our students can get... participate in internships, job-shattering opportunities. So I think with the internships, the job-shattering opportunities,
069the partnership opportunities, our advanced placement opportunities that we offer, also as a part of this budget, a recommendation is to delve down into field trips for even our second graders. So one of the things that we want to be able to do is bring our curriculum alive. And one of the ways that we want to do that is to start providing more of our students an opportunity. Sort of level the playing field and have access to learning more even about historic Alexandria So that's one of the activities that's listed in the as a request for the budget But even as we started those younger grades we can begin to make sure that those students are exposed to rigorous activities And we also offer a lot again of really challenging if you courses for example at
070the high school level you probably aware that we offer more than 300 courses as Dr. Hutchins indicated. We offer 17, I think it's 17 pathways. And this is really intriguing because it means that students can not only enroll in high school courses, but they can also engage in many internship opportunities, job shadowing opportunities. And there's something that will be coming forth real soon from VDOE, which will be more workforce. development opportunities for high school students, regardless of whether they're kids on the advanced track or kids that are on the other track. The bottom line is all students will have an opportunity to access some of those activities. Ms. Alderton? I think probably one more thing worth adding, and you can chime in, is providing additional dollars for the Young Scholars Program because I think that...
071Program really hits home the need to start identifying kids who we normally wouldn't identify Simply because we're you know the way that we look at talented and gifted and so investments in that like dollars toward that are definitely sort of getting at the kids at a younger age so that they start to get exposed and and can begin to think and know that they can access those higher level courses when they get to high school so And thank you for mentioning that. Yes, we have placed that in the budget, the Young Scholars Program. That is actually a program that is in our elementary schools, and those students actually participate in a four-week summer camp. The purpose of the program, though, is to begin to help provide those students who are underserved, students who have not
072been actually identified as gifted, but an opportunity to be exposed to those practices and those best strategies. The advantage of that program is that, again, a lot of the students participate in a four-week summer program. They do a number of field experiences throughout this community. One of the activities that we really like is they actually go and engage in dredging for oysters. They actually spend time on the Potomac. They really get many experiences. The other goal is, as you indicated, is it is a pathway for a number of students to be identified as gifted and to be able to have access to those rigorous opportunities. Great thank you very much. I'm wondering now. Mr. Turner if you could maybe answer the other combined funds budget questions that we had Sure, so there was one other
073question. I broke it into three parts so is Why do we have twelve and a half percent of staff that would get the one-time bonus versus the step increase? So the reason for that is not all staff are eligible for a step increase and that's for several different reasons potentially for several different reasons The start date eligibility so depending on when they were hired I'm here within ACPS if they were hired too late They wouldn't be eligible for this step next year Also performance if they don't meet the performance criteria and then we also have hold steps on our scales for each one of our grades so as you move towards the top of the the grade there are hold steps where for instance you could be on step 15 and when you move to
074step 16 there is no change in the salary for for that step and that's to expand the scale for that and then Lastly, the employee could have been at the top of their grade. If you've already maxed out at your grade, you wouldn't be eligible for another step because there isn't one higher to you. So we want to be able to provide these employees with something, again, so we can ensure that employees have a net positive take-home pay next year. And then on the inverse, the question was asked, you know, why are 87.5% of employees receiving the step? Same reason, right? And then lastly, what is the average salary for transportation workers that are getting the $250 bonus, and is it a meaningful amount as a retention strategy? So the average salary for a bus
075driver is $30,310. The average salary for a bus monitor is $22,150. And the average salary for a mechanic is $68,250. The $250 bonus, this is the second half of the bonus that was offered in November to help curb the turnover rate within our transportation department and the way that they are able to get the... Um total 500 is they have to remain employed with an acps through july 1st. Um, so this was to Curb the turnover that we were seeing in the transportation department. So this is just the second half of that Super okay. I'm i'm aware of the time, but I don't know. I don't want to not People get their questions answered, but we have to we have the CIP and we have the collocation discussion. So Is are there any oh, I'm
076sorry. I'm sure I'm carry. That's fine I don't I don't want I mean I want your questions answered. It's just kind of giving everybody a like a heads up about the time So that's fine Are we getting kicked out of certain time no no we're not cooking you out, but I don't want anyone to run away so I did have a question and I'll probably raise this every year whenever we have this meeting Simply as I was a past support staff For the school system. I would like to know what's being done for support staff So right now everybody and the budget will receive a step increase if they're eligible for that step increase. If they're not eligible, they'll get a 2% one-time bonus. That's for everybody within the school system. We also just did
077the compensation study. As a part of that compensation study, we had our paraprofessional groups in that study were as a part of the school board work session. Those positions will be... titled to instructional assistant one two three four for the budget and then we're also going to continue to implement compensation studies hopefully annually to be able to determine where we are in the market with our different positions In a part of every budget cycle, we're going to do an employment compensation study. We're going to be doing an employee study on paraprofessionals this fall, but we are also going to be looking at multiple employee groups, and this will be a part of the budget process so that we are maintaining. RANKING IN REGARDS TO OTHER LOCAL JURISDICTIONS AND AVERAGE SALARY RATES. WE'RE LOOKING AT BEGINNING,
078MIDDLE, AND END SALARIES SO THAT WE ARE ENSURING WE'RE KEEPING UP AND KEEPING OUR SALARIES COMPETITIVE AND OUR WAGES COMPETITIVE. THANK YOU. THAT WAS GOING TO BE PART OF MY FOLLOW-UP QUESTION IN TERMS OF SOMETIMES WE Well the school system cobbles together a couple of different salaries to make one salary The parent liaisons were victims of this for a long time. I know that some of that has changed So I'm hoping that while you're doing your compensation studies that you're also looking at that to see if there's seven old revenue streams to try and form that into one position So thank you guys for that. Okay? Mr.. Wilson I just want a quick comment actually Because I think it's an interesting observation. You know, you look through the budget, you're constantly asked, particularly when there's
079tax rate increases, where my money goes. You know, I note that this is actually a milestone this year, the school workforce, and that's never happened in my time. Pretty significant increase in the last decade of the school workforce, and almost all of it is instructional staff, and we've actually increased. school-based employees during that period of time, which I think is a testament to the investment that we've made toward our kids. I think when you ask where tax investment is going, I think there's a significant thing you can point out. I noticed the numbers are almost exactly the same, the FT count, ever, around 2,600 in both organizations. There used to be a wide divergence between. So I think now we'll move on to... The grad of a great discussion we're going to move on to
080the CIP discussion and here the priorities which you all have seen and So I think, you know, one of the things about the CIP, I would say, and this is my fifth year on the board, that's changed over time is, again, how much data is driving what we're doing in terms of assessments so that we know what we're needing, where we're needing it. And I think that that has put us in a good place. And that's the end. There's not much of that, but it's just more questions. And there were... Questions already submitted by both the mayor and the vice mayor so I don't know if we want to start with those answers first and Then we'll go on to other questions Okay, so we're gonna go a little bit out of order from how
081they were submitted But we did receive several questions from City Council and we want to make sure we address them the first one I'm gonna address is a question about Cora Kelly are we replacing or renovating? Feasibility slides suggest replacement, but the hard cost does not seem to match the cost for Douglas MacArthur and George Mason was the question So our response is the FY 2021 to 2030 proposed CIP preceded the feasibility study. And throughout the past CIPs, Cora Kelly has been represented as a renovation plus addition. That option will still be included in the feasibility study for a renovation and addition and a final decision on that and will be incorporated into the proposed FY 2022 to 2030. CIP that the school board will consider in the fall Mr. Gary just since you brought
082up the feasibility study. I asked this last year and We were basically told that the feasibility study was in process and it did it ever get finished Is it is it a report ready for us to see so it's still going on right now We have started we started is there a timeline for when it will be completed this spring We're hoping to have a final document in probably around May. Okay, the second question related to the capital, the major capital projects area was, do numbers take into account rising construction costs? Soft costs for Cora Kelly have increased from about $6 million in FY20 to $7.5 million, but hard costs remain the same. And George Mason hard costs have increased significantly, and it's actually sooner in the process. So our response to that is yes,
083construction costs. Douglas MacArthur the high school project and George Mason were all escalated based on some of the new building construction costs that were experiencing the basically the cost per square foot accommodating underground parking garages where we need to elevated site costs And updated cost information was included for those because they are new buildings So the core Kelly cost estimate was not updated except for the soft costs So we've realized in recent projects that we're spending more money on soft costs than we had previously So we previously had an amount of 20% of the construction budget. We've escalated that to 25% The soft costs cover things like legal fees design fees project management services Furniture fixtures and equipment so those things were just realizing we're spending a little bit more money on so that's the
084change there And I'll let dr. Hart respond to the remaining questions Okay, good evening. I will start with the first question, which is, can you explain how projects were selected from the comprehensive condition audits for the CIP and how their scheduling was determined? What about the projects that weren't included? And are the answers different for schools that are scheduled to be replaced within the CIP? So in 2019, we conducted targeted facility assessments for five schools and the transportation center. Our scheduling of projects also came from the 2015 facilities condition assessments, which were used to inform us on the CIP development. The procurement strategy for the comprehensive facility condition assessments is currently in progress, and our extended goal is to begin those during the fall of 2020, so this upcoming fall. The current CIP budget was
085developed from the targeted facility assessments. Priorities were determined by the severity of noted deficiencies by our consultant. Scheduling was determined based on priorities from the report as well as existing plan projects and availability of funding. In regards to if the answers are different from schools that were scheduled to be replaced within the CIP, yes, the answers are different for schools that were scheduled for replacement. and I'm going to actually ask Erica can you elaborate a little bit more on that. Sure on the piece. I'm sorry related to the school's schedule for replacement So the priorities that the were set as part of the targeted facilities conditions assessment We in turn translated into years that we wanted to address them within in our 10-year capital improvement program budget So for example priority one we wanted to
086address immediately with existing funds or propose them in FY 2021 if we were not able Priority two. I think we're hoping to do within the next two to three years priority three, five, and priority four within the 10-year CIP and kind of understanding where our budget allocations lie. With that, knowing that George Mason will be replaced in five years, we included items from priorities one and two for that one, but not necessarily three and four. For Cora Kelly, we may have included items in priorities one, two, and three, but not necessarily four, just aligning that with the replacement schedule timeline. So that's what that's referring to. Okay, Ms. Vendepark, you have some. Thank you. So I submitted a number of questions last night, and I think I have since found the school board CIP budget
087questions and realized some of them are duplicative, so I've answered my own questions on carbon monoxide and paint since last night. But I guess as a follow-up to that, I think I was looking at Cora Kelly and, for example, the renovation of the second floor bathrooms was a priority three. and is scheduled for this year, whereas there, I think, were some $50,000 in drainage improvements that were a priority, too, that I didn't see listed. So I guess that was sort of the tradeoff I was looking for more clarity on. So specifically in that case, we do use the assessments to inform a lot of our budget, but a lot of information our facilities team may already know. So it was likely determined from the facilities team that the bathroom was in a more critical condition
088than may have been conveyed in the targeted facilities assessment. Drainage improvements was an issue across all of the facilities. As you can imagine, we have a lot of water issues in the city of Alexandria. And so we are doing a system-wide evaluation of the drainage with system-wide funding in the CIP in the next year, and we'll see those projects kind of lay out in subsequent years. Thank you So the next question is has a structural engineer looked at the D wing of Hammond to be sure it is not degraded into a structurally unsafe Condition if not, when will this be scheduled? specifically reference page 79 leaks in the second floor boys bathroom of D wing of Hammond have created an unsafe condition that has left these rooms unoccupied for two years while a report will
089address concerns with The roofing envelope failures, we believe that a structural engineer should also look at this area to make sure that it hasn't degraded structurally. So I'd like to answer this question in three parts. We've had a structural engineer firm, WDP, they completed an assessment of the water infiltration at Hammond in June, excuse me, from January 2019 through May 2019, and the final report was submitted to us in June 2019. The scope of that particular assessment was to determine the potential causes of water infiltration into the building envelope which was resulting in the damage. The scope also included recommended repair strategies for those issues. This past February, we have also hired Gale Associates, who is a structural engineering firm, to assess and design for the roof replacement project that we have scheduled there. And
090as part of their scope, they are completing a structural assessment of the roof, which is over the D-wing. Through both of those assessments, neither one of those engineers noted any structural deficiencies in relation to the D-wing. I'll take any additional questions on that. I think that Ms. Jackson had a question actually that I missed before. I'm sorry. Go ahead. I'll come back to mine. Okay, you'll do it. It's not about this one. Okay. Okay. The next question I know the roof was done at Mount Vernon last year What did this include and has any HVAC work been done since the 11 2018 report? Two parts to that response So yes roof work included the replacement of 86,000 square feet of thermoplastic roofing this project began in March 2019 It was completed September 2019 Additional work
091HVAC work has been completed after the 11 2018 report to include replacement of two auditorium RTUs and that occurred August 2019 repaired we repair the structural support of the cooling tower as where as well as repair the tower screen for the cooling tower that occurred in June and July of 2019 and then we replaced the roof access ladder ladder excuse me and that occurred August 2019. The I think I heard that do I need to go into the lifecycle painting question or Carmen monox? Okay, so I'll move forward What under what heading is annual preventative maintenance included our assumption is that by heading we are specifically referencing? What budget heading is it included under okay that falls under the operations budget under facilities management? And there are various subcategories that speak to preventative maintenance activities,
092which are typically Conducted through our contracts with various vendors so we have one subcategory is our HVAC maintenance contract funding line, then we have a roofing repair and services funding line, equipment maintenance and repair services, which specifically speaks to generator preventive maintenance, life safety systems, which falls under the fire equipment maintenance and repair line. Our elevators are under the elevators and lift repair line, and then electrical repair services, specifically for our high voltage electrical distribution systems, are included in those subcategories as well. There was a follow-up question that I will defer to dr Hutchings to as to answer which is in regards to is there enough staff to implement the CIP So one thing that our team wanted to discuss is that you know as you all can see we have major CIP projects that
093are going to be happening over the next ten years and as these projects go into The design phase and the planning phase that does require additional staffing when that occurs and what we do is when we are you know, doing our estimations for different projects, we are incorporating those additional FTEs into the soft costs for those particular projects. We also want to keep in mind that... when we have whether it's a new building or We are in the process of when we have swing space when we I mean all the different things that happen when you're building these new structures That does have an impact on Other departments as well. So I'm going to use the high school project as an example The time and energy that it does require for us to bring together
094an educational design team for us to revamp our curriculum all of those uh additional supports that might be needed in the future are also put into our different budgets so i i can tell you that our FTEs are going to need to increase at different periods of time in the future. Some of that has been put into the soft costs for different CIP projects, but there will be situations as we gather more data in future years that may require us to increase FTEs and facilities and operations. But we use data to do that. And for example when we get our targeted facilities assessment results this fall, you know in the fall of 2020 There may be significant projects that have to occur that might require additional FTEs that we will have to put it into
095the budget in the future but as of FY 21 we have the staffing that we need to fulfill those projects